CELEBRATING OUR 80TH ANNIVERSARY MYRON B. THOMPSON SCHOOL OF SOCIAL WORK UNIVERSITY OF HAWAI‘I AT MĀ NOA
Welcome 4 10
Myron B. Thompson School of Social Work University of Hawai‘i at Mānoa Gartley Hall 2340 Campus Road Honolulu, HI 96822
Noreen Mokuau, DSW Dean and Barbara Cox-Anthony Endowed Co-Chair in Aging
n 2016, we ocial work is near and dear to me. My father was a Theresa Kreif, MSW, LSW will be cel- professional social worker who, later in life, moved Assistant to the Dean kreif@hawaii.edu ebrating our Sinto university teaching. He eventually retired from I the Social Work faculty at Loyola University in Chicago. I 80th anniversary saw firsthand the positive contributions he made—both as Dean’s Advisory Council with a renewed a practitioner and a teacher. commitment When I came to Hawai‘i in 1977, one of my first Claire L. Asam PhD to educational connections was with Oscar Kurren, a UH Mānoa Trustee of the Queen excellence for Lili‘uokalani Trust and Executive professor of social work who helped me get situated for a one-year Director SchoolRise, Hawai‘i Division achieving social 26 36 40 contract at the university. I never left. justice. This So I convey warm personal congratulations to the Myron B. Thompson Suzanne Chun Oakland
ODEELO DAYONDON ODEELO Senator, State of Hawai‘i Legislature special publica- School of Social Work on its 80th anniversary. As UH’s former Chief TABLE OF CONTENTS tion we have Information Ofcer, I am also delighted that the School’s Distance Claire K. Hughes DrPH, RD 4 Social Work Education 24 Why Technology Is A Priority 37 OHA and The Hawaiian produced links our past, present, and Education option lets students pursue MSW degrees across our islands. Health Advocate future by tracing our historical legacy, From Hale (House) to Creating tech-savvy social Learning Program They are learning and interning in their home communities—because Caroline Wade Oda PhD Kauhale (Village) workers is one of our important A hands-on, practice-based highlighting the foundation of our con- social work is near and dear to them, too. Transformation University temporary work, and envisioning growth initiatives cultural curriculum 6 Our Story for tomorrow. Within the broad goal of Janis Reischmann MSW, MBA David Lassner Executive Director of Hau‘oli Mau From our founding in 1936 to today 26 Endowments 38 Toward a Healthier Hawai‘i social justice, there are enduring themes President Loa Foundation Important gifts support the work A five-year grant will improve of education that are intricately woven in University of Hawai‘i 8 Meet the Deans of the MBT SSW the health of at-risk residents the tapestry of our school. They include: Laura Lucas Thompson Community Volunteer The men and women who shaped respect for diversity as a strength of the the MBT SSW 28 Faculty and Staff Notes 39 Advancing Public Health global community; afnity and rooted- n its landmark 80th anniversary, the Myron B. Sharlene Tsuda What our esteemed team has The Office of Public ness in a Hawaiian place of learning; Thompson School of Social Work deserves recog- Vice President, 10 Pinky’s Lasting Influence been up to this year Health Studies Community Development, An interview with some of those recognition of the transforming capacity nition for its many impressive accomplishments. The Queen’s Health Systems of technology; and steadfast engagement O who best knew Myron B. Thompson 32 Our Programs 40 Hā Kūpuna, the National Health sciences and social welfare are a central com- How our BSW, MSW, and PhD Resource Center for Native with multiple partners who dream as we mitment of the university, and the MBT SSW is a key part do. While the dream of social justice is 14 Amazing Alumni levels function Hawaiian Elders of the increasingly important interdisciplinary research Our alumni’s varied paths Meeting the needs for expert anchored in the hearts of individuals who and inter-professional educational opportunities in these show opportunity 34 Spanning the Miles social workers in aging reside in their own homes, it is perhaps areas. As a UH Mānoa school, they have the second highest enrollment Sharon Spear The Distance Education Program best ignited by the collective of people Publisher percentage of Native Hawaiians. And Noreen Mokuau is the first Native 808-534-7528 18 Inside Our New Home 41 Including Our Elders who form the village. We ask for your Hawaiian to serve as the dean of a school of social work. sharons@pacificbasin.net Historic Gartley Hall gets a makeover 35 Service and Learning The Center on Aging kokua in creating educational hallmarks Even its home in stately Gartley Hall is a beacon of light. During in the Philippines for the strongest village that will mālama Kathryn Drury Wagner 20 A Hawaiian Place of Learning The Consuelo Foundation 42 Innovations in ceremonies for the renovated building’s grand opening and blessing in Editor the people of Hawai‘i, the nation, and our November of 2014, guests marveled at the modernization of instruc- Our commitments and priorities to Interprofessional Education global community. tional and ofce facilities, which had been done in an energy-efcient, Darin Isobe place-based learning 36 Supporting High Quality How healthcare providers Creative Services Director sustainable manner. Health Care work together 22 Global Social Justice Teaming with the Queen’s To social workers past, present and future—who proudly call or will call Noreen Mokuau Wes Funai Increasing international perspec- Medical Center to benefit all 43 Staying Current the school their beloved alma mater—we convey a heartfelt aloha. Assistant Creative Dean Services Director tives in U.S. social work education Providing opportunities for Myron B. Thompson Social of Social Work professionals to stay current University of Hawai‘i at Mānoa Robert Bley-Vroman David Croxford Chancellor Senior Staff Photographer ON THE COVER: University of Hawai‘i at Mānoa Odeelo Dayondon Assistant Staff Photographer Artist Haley Kailiehu illustrates the concept Hale to Kauhale which reflects the ongoing mission of the Myron B. Thompson School of Social Work. Other published works that feature Haley’s paintings on Chuck Tindle their covers include the Hawai‘i Review Journal titled “Muliwai,” and the Hawai‘inuiākea School of Circulation Director Hawaiian Knowledge’s Monograph on Native Hawaiian Methodologies.
2 UNIVERSITY OF HAWAI‘I AT MĀNOA MYRON B. THOMPSON SCHOOL OF SOCIAL WORK HALE TO KAUHALE 80TH ANNIVERSARY 3 Social Work Education From Hale (House) to Kauhale (Village) BY NOREEN MOKUAU, DSW, DEAN AND PROFESSOR
ocial work supports people in need. The people who benefit from social work are our ‘ohana and neighbors who experience devastating problems of poverty, homelessness, and domestic violence; debilitating illnesses such as Inherent in our kuleana is the Scancer, heart disease and dementia; and traumatic natural deep appreciation of diversity as disasters. Social work will reach people in their homes and communities to foster personal growth, community core to achieving an inclusive and enrichment, and social justice. We believe that when we lift the most vulnerable among us, we lift the entire global enriched learning environment. community. In this manner, social work lives the Hawaiian meaning of kākou – an inclusive word that refers to “collective, ours, we.” At the Myron B. Thompson School of Social Work at the University of Hawai‘i at Mānoa, we are committed to educational excellence that grows social work to address complex human needs. As a land-grant institution, we hold a special kuleana (responsibility) for building the educational capital and workforce that prioritizes social justice for our local and regional communities, but also has relevance for the global enterprise. Inherent in our kuleana is the deep appreciation of diversity as core to achieving an inclusive and enriched learning environment. Seventy percent of our students are residents of Hawai‘i, from more than 20 racial/ethnic groups, with Caucasians and Native Hawaiians as the largest groups. The overwhelming majority of our students return to their communities in Hawai‘i to contribute to the amelioration of social problems. Similarly, our faculty and staf are racially/ethnically diverse in ways replicating Hawai‘i’s population. The work of our faculty in instruction, research, and service contributes heavily to new • In 2012, we ranked in the top third of all accredited Endowment in Social Policy, and the $2 million Barbara strive to do this by expanding our hale (house) to knowledge in social work that is rooted in the mission of masters’ programs in the United States, and our distance Cox Anthony Endowment in Aging. become a kauhale (village). At UHM, the kauhale social justice and is culturally-focused, community-based, education option is ranked among the top 10 online social now includes the Ofce of Public Health Studies • In 2014, we became the new stewards and and interdisciplinary in scope. work programs. and the Center on Aging, and in our communities, tenants of the historic Gartley Hall, a building that it remains the multitude of partnerships that we Some hallmarks of the school: • In 2014, we collaborated with senior partner, the has a Certification for Leadership in Energy and are privileged to be a part of. The success of our John A. Burns School of Medicine, and acknowledged Environmental Design (LEED) providing an energy- • We are the only school of social work in the Pacific kauhale is predicated on connecting with our our largest National Institutes of Health research grant efcient platform. Basin with three educational programs articulating historical legacy, creating the bold strategy to foster award of $15 million on health disparities in Hawai‘i. undergraduate and graduate education – BSW, MSW, We stand pa‘a (steadfast) in our commitment to grow educational excellence, and investing in a future that and PhD. • In 2013 and 2015, we received our first two social work through educational excellence, and we grows the next generation of social workers. endowments: the $1 million Richard and Rose Takasaki
4 UNIVERSITY OF HAWAI‘I AT MĀNOA MYRON B. THOMPSON SCHOOL OF SOCIAL WORK HALE TO KAUHALE 80TH ANNIVERSARY 5 Our Story From our founding in 1936 to today, the School of Social Work has been strong focus on research, including studies of the the places where many of Hawai‘i’s people have serving the people of Hawai‘i—and people across the Pacific region. social conditions of different racial/ethnic groups, come from, becoming a school with an emphasis on housing, juvenile delinquency, and social work international and cross-cultural exchanges. Many of BY REBECCA STOTZER, PHD, ASSOCIATE PROFESSOR AND DIRECTOR OF DISTANCE EDUCATION practice efficacy. The commitment to understand- the problems encountered by the people of Hawai‘i ing diversity and the importance of culture in social were also being shared by peoples across the Pacific. work practice continued to develop into the 1960s By examining these social issues in a larger frame, the and received national attention. school can do more to train a workforce to challenge and change the social conditions that impacted a In the 1970s the school recognized the need in the much broader set of people, while ultimately support- community for entry-level professionals with ap- ing and reinforcing those changes in Hawai‘i. In par- plied training, and created an undergraduate degree ticular, the MBT SSW retained its focus on the Pacific, program. The program was approved by the Board of creating teacher exchanges, research opportunities, Regents in 1976 and welcomed its first cohort of stu- and community connections with various nations, dents in 1977. From the early decades, when cohorts including Western Samoa, Palau, China, Korea, Japan, were just 30 students per year, the school has grown and Cambodia, among others. The MBT SSW has also to over 200 students per year. With the social changes deepened the commitment to honor and preserve brought by the 1960s and 1970s regarding Civil the knowledge of indigenous peoples, with a focus Rights, the Vietnam War, and the “War on Poverty,” on Native Hawaiians, through programs such as the the social work curriculum also changed to include Hawaiian Learning Program and the Native Hawaiian more community-based and policy-focused courses. Interdisciplinary Health Program, which ofer the op- These changes shifted the focus on social workers portunity for students to learn more about indigenous being “technicians” who delivered social services, to healing practices and approaches. leaders in social welfare services and policies. In the ocial need among vulnerable populations was program was approved. The early curriculum focused 1970’s and onward, research at the school emphasized In response to the need for more highly trained high in early 20th century Hawai‘i. There had on case management approaches, and as the course the efectiveness of clinical practice with a focus on researchers of social welfare issues and problems in a been dramatic changes after the overthrow oferings grew, more courses examining the social accountability and evaluation. local and global context, the PhD program was created of Queen Liliu‘okalani and subsequent illegal conditions and cultural aspects of social work practice in 1991. At the same time, the MBT SSW continued The 1970s were a time of great social movement in annexation of the Kingdom of Hawai‘i to the with a diverse community were included. Priority in our excellence in research in areas such as gerontol- Hawai‘i as well, with the emergence of what is now United States. While social service and charity agen- enrollment was given to people already working in ogy, social policy, work with vulnerable children and S called the “Hawaiian Renaissance,” the movement cies were proliferating within the Islands, there were social service jobs in the community and who could families in child welfare and/or juvenile justice set- advocating for the recognition of the rights and value few people who were actually trained in social work. most directly pass on the benefits of their education to tings, and health disparities among vulnerable popula- of Native Hawaiians and their cultural practices. Recognizing the need for skilled workers, the Sociology their clients. Leaders of social service agencies, state tions in the state. Recognizing that the more Western style social work Department of the University of Hawai‘i began ofering public health agencies, and local scholars all taught methods were not always efective with Native Hawai- The MBT SSW has roots embedded deeply within social work classes in 1922. From the very beginning, classes and contributed to the social work curricu- ian clients due to deep and pervasive structural and Hawai‘i, and has grown and changed alongside the these courses required fieldwork, focusing on how stu- lum. The school also maintained its commitment to social inequalities and cultural misunderstandings, communities it serves. But our focus has never wa- dents could give back to vulnerable communities while the community in return, collaborating with Queen’s alumni of the School of Social Work, such as Myron B. vered from providing the highest quality social work also receiving training. Administrators soon saw the Medical Center to bring medical social work con- Thompson, worked to uncover, teach, and bring indig- training and research that blends an understanding benefits that the social work courses were providing. tent into the curriculum, with Pālama Settlement to enous healing practices into the field of social work. of individual concerns within the challenging social give students experience with group work, and with In 1948, a one-year certificate program was accred- contexts and structures that make up the unique expe- Child and Family Service and Catholic Charities, Since the 1980s, the school has broadened its focus ited by the American Association of Schools of Social rience of living and working in Hawai‘i. among other partners, to enhance case management to include not only the people of Hawai‘i, but also Work, and by 1950, a two-year masters in Social Work training. From its inception, the school also had a
Historical Timeline
1931: Sociologist Andrew Lind offers social workers a class called “Personality and Culture.” 1940: Ferris Lane becomes the new director of social 1941: The UH catalog announced
1922: work training, a step toward the creation of a a one-year graduate program Romanzo Adams initiates two courses in social work 1939: Blackey publishes an article full-fledged school of social work. in social work. The program is at what was then the College of Mechanic Arts. Eileen Blackey is hired to give direction in Social Process, “Cultural Aspects of 1936: provisionally accredited in 1942. to the “Social Work Training Course.” Its first home Casework in Hawai‘i,” and proposes is in Blackey’s office in Hawai‘i Hall. that social work students need to understand the meaning of culture.
6 UNIVERSITY OF HAWAI‘I AT MĀNOA MYRON B. THOMPSON SCHOOL OF SOCIAL WORK HALE TO KAUHALE 80TH ANNIVERSARY 7 Meet The Deans Patricia Ewalt (1986-2000) These talented men and women shaped the • Became president-elect of National Association of Deans and Directors of Schools Myron B. Thompson School of Social Work by serving as dean. of Social Work; • Editor of Social Work from 1993 to 1997; • Editor: Multicultural Issues in Social Work: Practice and Research; • Champion for the School’s PhD program, which was established by Dr. Velma Kameoka; • Along with MBT SSW Faculty, established the Traveling Distance Education Program to meet workforce Katherine N. Handley (1946-1967) shortage on the Neighbor Islands; • First dean of the School of Social Work; • Prioritized development of partnerships with community based organizations, including • Achieved the school’s first accreditation; Queen LilI’uokalani Children’s Center, Department of Corrections (Division of Mental Health), • Developed the “Cultural Factors” course; and The Queen’s Medical Center. • Established a Medical Social Work Sequence; • Began a work study program for employed social workers; • Published “Our Standards are Different: Four case studies in Hawai‘i, Intercultural problems and practices of social work.” Jon Matsuoka (2000-2010) • Global and Pacific Asian agenda that included agreements with the Chinese Ministry of Civil Affairs, and universities/organizations in the Philippines, Japan, Thailand and Korea; • Kūpuna Council to confer and receive the wisdom of Native Hawaiian elders in the field of social welfare; • Dean’s Advisory Council composed of civic and business leaders in Hawai‘i; • Expansion of Title IV-E Child Welfare Training Program: DHS Eligibility Center and Pacific Center for Program Evaluation; • First Indigenous Voices in Social Work Conference, which took place in Makaha, Hawai‘i; • Council on Social Work Education, alternative affirmation and reaccreditation for 7 years until 2018; • “Indigenization” defined for the purpose of decolonizing social work education; • Journal of Indigenous Social Development first published; Fred DelliQuadri (1967-1968) • Hawaiian Learning Program re-established; • Left School of Social Work to become chief of the U.S. Children’s Bureau. • Established the Distance Education Web-based MSW program offered to Neighbor Islands in the State of Hawai‘i.
Noreen Mokuau (2010-present) • Stewardship of the renovated Gartley Hall as our new hale (home); • Improving student success as demonstrated by timely graduation and high graduation rates; Herbert Aptekar (1969-1974) • Filling the extraordinary demand for social workers, with the support of distance • Developed a short-term training project for students in the Philippines; education, so that the majority of our students return to their communities in Hawai‘i • Engaged in joint consultation in the Trust Territories and several Pacific and Asian Countries; to work in child and family, behavioral health, health, and gerontology; • Enrollment quadrupled from 1964 to 1974. • Deepened the roots of a Hawaiian place of learning, increasing the number of Native Hawaiian students. We now have one of the highest percent census of Native Hawaiian students at UHM; • Affirming global partnerships in social justice, particularly in China, South Korea, the Philippines, Japan, and Guam; • Expanding our ‘ohana (family) with the potential reorganization of the Office of Public Daniel Sanders (1974-1986) Health Studies and the Center on Aging into the MBT SSW; • Founder of the first school of social work in Sri Lanka; • Advancing a research agenda with federally funded support from the U.S. Department • Served as the UH Mānoa Director of International Studies; of Health and Human Services, Administration for Community Living, Administration • With the National Institutes of Mental Health, began the Hawaiian Learning Program; on Aging (Hā Kūpuna); and the National Institutes of Health, National Institute on • Increased the focus on Native Hawaiians and service to the State of Hawai‘i; Minority Health and Health Disparities (RMATRIX II); • Focused on the continuum of social worker education, resulting in the creation of the BSW program; • Leading education with high-caliber faculty, practicum instructors, and staff who are • Published Peace and Development: An interdisciplinary perspective (Sanders and Matsuoka, 1989); committed to training the next generation of social workers; • Chair, CSWE Committee of International Social Welfare Education; • President, Inter-University Consortium for International Social Development; • Engaging with community partners who have invested with contracts and grants in • Consultant, United Nations, UNICEF, etc. social work education such as the Office of Hawaiian Affairs, the Queen Lili‘uokalani Children’s Center, the Consuelo Foundation, the Queen’s Health Systems, and the Prince of Peace Foundation.
8 UNIVERSITY OF HAWAI‘I AT MĀNOA MYRON B. THOMPSON SCHOOL OF SOCIAL WORK DAYONDON ODEELO HALE TO KAUHALE 80TH ANNIVERSARY 9 Pinky's Lasting Influence An Interview with Laura Thompson and Patrick Neves BY MICHAEL DEMATTOS, MSW, ASSISTANT SPECIALIST AND BSW PROGRAM CHAIR AND THERESA KREIF, MSW, LSW, JUNIOR SPECIALIST AND ASSISTANT TO THE DEAN
s the school moves forward into the next millennium we recognize MD: There are things with living on family property like this that lends itself well our kuleana to the well being of all Hawai‘i’s people. For 80 with carrying on family traditions. Making sure kids don’t lose sight of where they are from. Is that one of the pieces that keeps the Thompson family close years the school has responded to community needs through A and the kids grounded? the production of new and innovative ways of working with individuals, families, and organizations, and by producing social workers that are LT: Not consciously, we just do it. We just live it. Pinky and I had three kids in three theoretically grounded, culturally competent, and caring practitioners. years, with family help of course. We had horses and calves and so it was just an More than simply “in touch” with the community, the school is a part of the attractive place for kids to come and so they did. One of the kids, Patrick, who community. As the school expands, incorporating the Ofce of Public Health came by eventually became a good friend over the years. He and Pinky became buddies. They learned so much from each other. Studies and the Center on Aging, we recognize that it is about more than our own hale or house; it is about the kauhale, the village. Patrick Neves: Pinky always had a project going on: Fixing a fence, building a stone wall, Two of our faculty, Theresa Kreif and Michael DeMattos, met with Laura overhauling a truck. He just handed us the job. I’m not sure he knew what he was do- Thompson, matriarch of the Thompson ‘ohana, and Patrick Neves, a longtime ing, but we didn’t know either. We took things apart, put them back together and they family friend, to discuss family, friends, and community. Growing up in the worked. He kept us busy. Thompson family is more than a last name. It is a commitment to each other. MD: You lived next door. This is best reflected in the fact that the Thompson household is not just filled with children and grandchildren but also with friends and PN: I lived down the road and I would hop the fence and we neighbors. It makes sense then–with our expanding commitment would do this and that. Ended up we made a field down to community–that we turn to the family of our namesake and there. We moved the stones, brought in sawdust, planted his family as a living example. grass, and watered the fields. We had about 20 kids who Keiki from the neighborhood often became lifelong would come around. We made high jump, broad jump, and pole vault pits. friends and members of the Thompson ‘ohana. Patrick Neves is a classic example. Eighteen years Pinky’s LT: We had a volleyball court. junior, the two shared a lifelong friendship that often revolved around working together on various projects. PN: We made our own vault poles out of bamboo. This Pinky Thompson was a deep and rich thinker, but he was in the late 1950s. was also a doer. Here, Laura and Patrick share some PN: I moved out, moved to Moloka‘i, but we never stories from Pinky’s life, and his lasting influence. lost touch. When they had the hui nalu race in Moloka‘i he would come by and make all the drinks for the paddlers. We would sit and talk story.
Theresa Kreif: We wanted to look at the legacy of you MD: You talked about all the kids around here… and Pinky from a little diferent perspective. From the homefront. LT: The neighborhood kids were intrigued be- cause we had all these animals. We had cattle, Michael DeMattos: When we think of social workers, we bull calves, heifers for milk, all kinds. think about reaching out to others. Extending the fam- ily. That’s what we try to do at the school. MD: It was a diferent world back then.
Laura Thompson: Well that was Pinky’s legacy. That was JESSICA GARLOCK LT: Yeah, it was a wonderful. the legacy of other social workers too, like Millie (Sike- ma) and Masaru Oshiro. Social work reaches out across MD: When people think about Pinky they think about to others and to other cultures. Pay attention to that.
DAVID CROXFORD DAVID Kamehameha Schools, Pacific Voyaging Society,
10 UNIVERSITY OF HAWAI‘I AT MĀNOA MYRON B. THOMPSON SCHOOL OF SOCIAL WORK HALE TO KAUHALE 80TH ANNIVERSARY 11 MD: It sounds like there have also been good additions to the family. Each of your kids have wonderful partners in life.
LT: They are super, just super.
MD: You’ve done well. Good parenting.
LT: I don’t know about that. I think the kids are wonderful. They are kind. If you are around here you gotta be kind.
MD: Or they hear from you. About A Visionary LT: That’s right. Myron B. Thompson’s longtime friend Pat DeLeon talks about his lasting legacy.
THERESA KREIF, MSW, LSW, JUNIOR SPECIALIST "That’s what so exciting about social AND ASSISTANT TO THE DEAN work; it opens up your mind and Patrick DeLeon, PhD, JD worked with Sen. Daniel Inouye for over 38 years, including as the senator’s allows you to go out and learn and to chief of staff. He’s also an alum, having received his JESSICA GARLOCK be and do the work in community. You MPH in health services administration in 1973 from Laura Thompson at her family home with son Nainoa Thompson the University of Hawai‘i at Mānoa. (left), daughter Lita Blankenfeld and Myron Thompson Jr. can’t treat it as a job. You live it." “We worked closely with Pinky for over three de- LAURA THOMPSON cades on a wide range of Native Hawaiian issues. Ev- ery time we would go to O‘ahu we would have dinner Department of Human Services, but his legacy is also LT: Yes, no BS with Pinky. with him and his family. Both my son (a social worker in the day-to-day living stuf he did: building fields, MD: To what degree do those who join the family come in with Wounded Warriors at Walter Reed National and courts, raising animals and having the neighbor- PN: He shot straight from the hip. with the values we are talking about and to what degree do Military Medical Center) and daughter (a prosecutor hood kids come over to work and play. they learn the values from the Thompson family? There is a in Kona) have Native Hawaiian middle names that he LT: That’s what so exciting about social work; it opens spirit that emanates from the environment here. and his wife, Laura, provided for us. His photograph LT: That’s right. up your mind and allows you to go out and learn and is on the wall above my computer—I think of him to be and do the work in community. You can’t treat it LT: True. But you have to be receptive to it. There has to be a every day. No one has done more for the Hawaiian PN: He was a man of few words. We just got to work. as a job. You live it. seed there. It has to be a value to you. If the value is there, it Renaissance than Pinky – he was the source for, and We had a lot of questions and his answer was always, can be nurtured. implementer of, almost all of Senator Inouye’s Na- “Well, we’ll see.” MD: This is true now, but it was true then too, when Pinky tive Hawaiian legislation.” When he thinks of Pinky, was a social worker. I was rereading Mary Kawena Pu- TK: The ahupua’a is diferent everywhere whether Kāne‘ohe or DeLeon says three things come to mind: His style of TK: When you think of Pinky, what do you feel is his kui’s Nānā I Ke Kumu (Look to The Source) this morn- Wai‘anae; it’s the same with nurturing that seed. I think that is community engagement; the legacy he left for fu- legacy for you? ing and in the acknowledgements, there was a value of the school. Focusing on a Hawaiian place of learning; ture generations of social workers; and his outreach. Masaru Oshiro and Likeke Paglinawan, and Pinky, too. following in the traditions of building community from a “sense “Pinky ‘saw’ technology would have an impact PN: “Have no fear.” Kids would run away and they of place.” Our students return home to their local communities on social work practice and practitioners. He would have guns and knives and he would tell them LT: And Jack Haertig. That was an incredible time but also reach out nationally and internationally. believed technology coupled with interpersonal “Come on, let’s go home.” He had no fear. To me, he when all those minds came together and opened up skills would provide opportunities to reach more was a good social worker. each other’s minds. I am so glad that you want to talk LT: Well, the evolution of the school is exciting, it’s awesome. people. Pinky focused on reaching out, connect- about this aspect of Pinky’s life. It is growing so much. Now you have Public Health and Ger- ing people with new roles, teaching skills. Pinky’s MD: That’s how we think of him: As a great social ontology all with social work at the school. Bringing all that worker and community organizer. TK: How are you preparing the grandchildren in terms where it belongs. Pinky would do that. contributions were for the betterment of society of helping them continue the Thompson legacy? and for the future of society.” LT: He was a very good caseworker, too! When he first TK: Pinky was doing that! Doing community work, looking at Pat believes MBT SSW mission ensures the “devel- started out he would go around the island once a week LT: Like anyone else, I am just around when they need all the pieces and bringing in people not because he’s their opment of future leaders, while giving them a sense to visit the kids. He did really well with the kids. All something. Tia lives right over there, Nainoa lives social worker but because of who he is. of vision and hope.” The school provides opportuni- very successful. right over there (next door) with his two wonderful ties for “the next generation of leaders across the kids. Lita lives there with Bruce and her son. We are LT: Bringing in people to make sure that this youngster gets Pacific” and beyond. “Pinky saw opportunity where TK: He had the ability to create trust with people. all just together. I don’t do anything. the kind of service he needs. It starts with the child. others saw a wall.”
12 UNIVERSITY OF HAWAI‘I AT MĀNOA MYRON B. THOMPSON SCHOOL OF SOCIAL WORK HALE TO KAUHALE 80TH ANNIVERSARY 13 Amazing Alumni Our alumni’s varied career journeys show the many opportunity paths in the field of social work.
Masaru Oshiro MSW ‘54 and Leah Chang MSW ‘85 (“Look to The Source”). It described Native Hawaiian Dean Jeanette Takamura MSW ‘72 Haunani Apoliona MSW ‘76 healing practices which aided the center’s work with Masaru Oshiro received his MSW in Hawaiian families, whose concepts apply to understanding Dr. Jeanette Takamura is the first female dean S. Haunani 1954. He and Myron B. “Pinky” Thompson issues among all local families. at Columbia University’s school of social work. Apoliona, worked closely together for five years at She was the second assistant secretary for aging MSW, is an Queen Lili‘uokalani Children’ Center. His Since retiring from the Dept. of Health in 1995, my at the Administration on Aging within the U.S. OHA Trustee. daughter, Leah Chang, is the branch chief at dad volunteered for the Hawai‘i Chapter, American Red Department of Health and Human Services, She completed the Honolulu Guidance Center for the state Cross. His service as a disaster mental health responder under President Clinton. her undergrad- Department of Health’s Child and Adolescent spanned nearly 17 years until a “second retirement” in BY DR. JEANETTE TAKAMURA uate studies 2012. “Assignment to disaster sites had me traveling to at UH in 1974, Mental Health Division. She received her As a student at the UH School of Social Work in the early 1970s, I places I never thought of seeing, like Pascagoula, Miss.; her UH gradu- MSW in 1985. Chang’s career started with would like to pay tribute to three women who were extraordinary Birmingham, Ala.; Jackson, Tenn.; and Guam,” he says. To ate studies in 1976, and became a dis- private social service agencies in Hawai‘i and in Seattle, then with the educators, leaders, and mentors: Marilyn Caulfield, who provided keep fit, he plays volleyball with me and my husband and tinguished UH alumni in 1992. She state Health Department where she was also a practicum instructor. significant leadership as an assistant dean and nurtured many stu- friends once a week, and exercises with a group doing the has served Alu Like, Inc. from 1978 She has served as vice president for the National Association of Social dents over the decades; Dr. Kazuye Kumabe, at that time the only Chinese Luk Tung Kuen. to 1997 (1991 to 1997 as president/ Workers, Hawai‘i chapter and chaired its By-Laws Committee for a woman of color to achieve the rank of full professor; and Miyoko CEO). She was elected OHA trustee- number of years. She is a Red Cross-trained disaster responder and For me, a childhood of living in a household where Kunioka, whose expertise as a clinical practice faculty member can at-large 1996 to present, and was the assisted with Kaua‘i’s Hurricane ‘Iniki recovery. my dad was the primary care-giver to his aging mother, only be described to this day as unrivaled. All three women stood BY LEAH CHANG longest serving OHA chairperson, and nurturing me and my brother, and to extended for excellence and embraced the importance—before they became from 2000 to 2010. She is also an My dad was inspired by Pinky’s visionary approach to social work family members, I saw his innate nature of helping de rigueur—of scientifically derived evidence, critical analysis, and accomplished musician, in Kaimana, practice by encouraging innovation, creativity and even risk-taking others. It influenced my decision to enter the social professional social work values. In their commitment, they were un- 1977, and Olomana, 1982, to present. in dealing with interpersonal conflicts. One of Pinky’s initiatives work profession. My father is my role model as I seek to relenting and contributed much to many who are professionals today. See more at haunaniapoliona.com. was the publication of Mary Kawena Pukui’s book Nānā I Ke Kumu balance family life and career growth. I am proud to be a Hopefully, the school’s anniversary celebration will remember their BY S. HAUNANI APOLIONA second generation social worker in our family. legacies and their talents. “E nānā aku i ke kumu, e ho‘olohe mai, pa‘a ka waha, e hana me ka Uncle Richard “Likeke” Kekumuikawaiokeola Paglinawan MSW ‘62 lima. E ho‘ōla e, e ho‘āla e, e ola mau and ‘Anakē (Aunty) Lynette Kahekili Kaopuiki Paglinawan MSW ‘66 ka hana pono no nā Hawai‘i. Me Sally Lampson Kanehe MSW ‘77 nā mea ‘oi loa mai nā wa mamua Uncle Richard “Likeke” Kekumuikawaiokeola Paglinawan and ‘Anakē Lynette Kahekili Kaopuiki e holomua kākou i keia ao. Ua hiki Paglinawan first met at UH Mānoa in the mid 1960s. Both went on to pursue their MSWs and in the Sally Lampson Kanehe was admitted mai ka wana‘ao no ka ho‘ōla a me ka process formed a relationship dedicated both to each other and the health and well-being of all the peoples with advanced standing to the MSW ho‘āla hou.” of Hawai‘i, but most especially Native Hawaiians. Uncle Likeke passed away in July, 2015. program in 1974. BY MICHAEL DEMATTOS BY SALLY LAMPSON KANEHE By our direct actions let us bring health and well-being to our commu- The two realized very early on that Native Hawaiians were grossly underrepresented in several key measures for well-being I found my calling primarily as an educator nities. With the best from our past let and were instead over-represented in critical negative health and social statistics like mortality, teen pregnancy, chemical in the UH system, working with the us move forward to our future for re- dependency, and poverty. They also noted in their practice as social workers that many kānaka maoli were distrustful of community college students in sociology and newal and reawakening is ever pres- Western healing models. This they presumed was the direct consequence of ongoing colonial processes that dispossessed occasionally lecturing in social work on the ent. Celebrate our School of Social Native Hawaiians of lands, spiritual practices and their cultural identity. In addition to the historical trauma associated with Mānoa campus. I formalized my longstanding Work’s 80th year. Serve and empower colonization was the fact that most Western models failed to acknowledge the connection between nā kānaka (mankind), interest in Hawai‘i and the Pacific Islands Sally Kanehe with retired Native Hawaiians and ALL who call ‘aumākua/Akua (spirit ancestors/God) and the ‘āina/lani/moana (environment). MBT SSW faculty by doing concurrent scholarship at UHM’s Nathan Chang. Center for Pacific Island Studies. I took Hawai‘i home. ‘Oia ka mea nui. Together, Uncle Likeke and ‘Anakē Lynette have served as role models for social workers and other helping professionals throughout leadership positions in our alumni chapter the state and the nation. They don’t simply talk about Native Hawaiian values, they live them; and at the core of their practice is of the SSW and helped implement a student mentoring program ho‘oponopono. Practiced regularly until Western contact, ho‘oponopono created a sacred space for Native Hawaiians to resolve conflicts designed by professor Lana Ka‘opua. I developed a system-wide speakers’ within family systems and the community. Uncle Likeke and ‘Anakē Lynette, under the tutelage of Aunty Mary Kawena Pukui re- bureau under the umbrella of the SSW; students, faculty, and interested centered ho‘oponopono and in the process helped those they served recognize the connection between nā kānaka, ‘aumākua/Akua, community members could come to hear timely topics of interest. I and the ‘āina/lani/moana. Ho‘oponopono provided the missing spiritual link for many Native Hawaiian families. endowed scholarships at various universities, but primarily at the MBT In 2008 ‘Anakē Lynette was named the first director of the newly re-established Hawaiian Learning Program. Together with SSW. Because of my belief in advancing knowledge, I became interested in Uncle Likeke she has assured that Hawaiian values inform all of our school initiatives and that Hawaiian healing methods are establishing Le‘a Publishing, named after my younger daughter. As a result, part of the school’s pedagogy. Living legends, cultural icons, Native Hawaiian healers, Uncle Likeke and ‘Anakē Lynette serve as The Journal of Indigenous Social Development came into being online under perfect examples of living pono and the value of culture to both our personal and professional lives. the fine editorship of professor Paula Morelli. >>CONTINUED ON PG 16
14 UNIVERSITY OF HAWAI‘I AT MĀNOA MYRON B. THOMPSON SCHOOL OF SOCIAL WORK HALE TO KAUHALE 80TH ANNIVERSARY 15 Amazing Alumni < Marty Oliphant BSW 95, MSW ‘05 Kaipo Kukahiko MSW ‘11 < Historical Timeline 1947: Katharine N. Handley becomes the director of the School of Social Work. She adds a social group work sequence, as well as courses Myron B. Thompson—the school’s future 1967: Handley retires and the former dean 1945: Gladys W. Goettling 1953: in public welfare and psychiatric and medical information, and namesake—receives his MSW from UH. He went on of the New York School of Social Work, Fred becomes the director of requirements for a thesis and oral comprehensives. to become a noted humanitarian and leader. DelliQuadri, is named as her successor. the School of Social Work. 1948: The School of Social Work achieved full accreditation. 1950: 1961: The University establishes the College of Health Sciences and Social Two new faculty appointments bring the total faculty to five. Accreditation as a two-year school. Welfare. Katherine Handley becomes the first dean of the School of Social Work. There are also eight field supervisors from local agencies. 16 UNIVERSITY OF HAWAI‘I AT MĀNOA MYRON B. THOMPSON SCHOOL OF SOCIAL WORK HALE TO KAUHALE 80TH ANNIVERSARY 17 Inside Our New Home BY KATHRYN DRURY WAGNER, EDITOR n Nov. 2014, historic Gartley Hall was reopened as the new home of the MBT SSW. Gartley Hall was origi- nally built in 1921, making Iit the second oldest building on the UH Mānoa campus. Its namesake, Alonzo Gartley, was the first chair- man of the Board of Regents at UH. The renovation of the of the 24,480 square foot, three-level building followed preservation guidelines to minimize the impact of the historic features of the building, which ap- pears on the Hawai‘i Register of Historic Places. The $14 million renovation brought Gartley Hall into the 21st cen- tury with a highly energy efficient design that includes solar tube skylights for natural lighting, pho- tovoltaic panels to provide power, and the use of recycled materials. Inside, the design features “clus- ters” in the basement and on the second floor, mixing the faculty offices into the common areas to facilitate communication and interaction among faculty, staff and students. A recycling center and designated space for lactating moms are further nods to today’s societal needs. The newly refurbished Gartley Hall represents “the modernization of instructional and office facilities in an energy efficient, sustainable manner,” says Robert Bley-Vroman, the interim chancellor, at UH Mānoa. “And we have a LEED Silver Certifi- cate to prove it. A great accomplish- DAVID CROXFORD ment and a model for our renova- tions of our future.” 18 UNIVERSITY OF HAWAI‘I AT MĀNOA MYRON B. THOMPSON SCHOOL OF SOCIAL WORK HALE TO KAUHALE 80TH ANNIVERSARY 19 Much of the program is time spent out of the traditional A Hawaiian Place of Learning Ua lehulehu a mano- classroom, working instead in the community. HLP firmly BY JACLYN KANILEHUA KIM, MSW, LSW, JUNIOR SPECIALIST believes in the ‘ōlelo no‘eau, “Ma ka hana ka ‘ike,” which mano ka ‘ikena a ka means, In doing, one learns. Each year, students journey within their own communities to learn from cultural he ‘ōlelo no‘eau below describes what would be said of a very close relative. Through countless Hawai‘i. practitioners. They are able to involve themselves deeply mo‘olelo (stories) of the kānaka maoli (Native Hawaiians), it is apparent that perhaps no other rela- Great and numerous is the knowledge of the Hawaiians. in the mele (songs), mo‘olelo (stories) and the ‘ike kūpuna tionship could be described as close as the one our kānaka (people) have with the ‘āina (land), moana (Pukui, 1983, #2814) (traditional knowledge) of that geographical region to (ocean), and lani (heavens). Understanding this inseverable genealogical connection to the elements enhance their overall learning. Tis paramount to understanding the kānaka maoli worldview, as well as the key to healing our lāhui (nation). In order to mitigate these health and socioeconomic Reconnecting the students with wahi pana (sacred The cultural trauma through colonization, the illegal overthrow of the Hawaiian Kingdom, and the loss of disparities, in 2011, the MBT SSW made a commit- places) and the history of their people not only serves land and other natural resources, has negatively impacted the wellbeing of Native Hawaiians, who have suf- ment to prioritize itself as a “Hawaiian Place of Learn- to strengthen their sense of self, but also their roles as fered a significant amount more in regards to their health and socioeconomic status in comparison to other ing.” This strategic move meant that the school will social workers. Their experiences and learning have ethnic groups in their own homeland. promote and support the lived values of our homeland a critical efect overall on how they work with their and its indigenous people to create culturally respon- clients and communities. “HLP was vital in helping me sive social workers in the community. The school is understand how culture plays a role in the healing pro- able to accomplish this by providing grounding in the cess of our population,” says Kanoe Enos, a graduate culture and history of Hawai‘i throughout the school’s who is now a social worker at the Queen Lili‘uokalani curriculum; implementing special programming tai- Children‘s Center. “I was aforded the insight into lored to kānaka maoli students enrolled at the school; how cultural historical factors afect the well-being and creating place-based learning opportunities for of today‘s lāhui. Every day, I integrate the practices I faculty, staf and students year-round. “Our first prior- learned into my current work.” ity is social justice,” says Dean Noreen Mokuau, “And we believe that by advocating for, and lifting up, Na- tive Hawaiians, we lift all the people of Hawai‘i.” Lawe i ka ma‘alea a kū‘ono‘ono. He ali‘i ka ‘āina; he Take wisdom and make it deep. kauwā ke kanaka. (Pukui, 1983 #1957) The land is chief; man is its servant. (Pukui, 1983, #1957) Ancestral ‘ike (knowledge) has always been there, surrounding us, and guiding our path. It is The concept of place-based learning is not a new our kuleana (responsibility) as social workers to one; it pays respect to the ways our kūpuna (elders) honor the past by bringing the teachings of our lived and learned. The Hawaiian Learning Program is kūpuna to the forefront, integrating them into the proud centerpiece. It is an intensive, immersion- our lives, and becoming stewards so that we may enhanced practicum program for master’s level pass them down to the next generation. We must students with special attention to integrating Hawai- do this in order to heal the deep wounds caused ian knowledge and principles. The goal? To exemplify by the trauma of our tumultuous history and to Ku‘u ēwe, ku‘u piko, ku‘u iwi, ku‘u koko. social work practice that is respectful to kānaka, ‘āina, ultimately move our lāhui forward. CARL FUJIKAWA nā kini akua (spirits) and nā ‘aumākua (ancestors). My umbilical cord, my navel, my bones, my blood. (Pukui, 1983, #1932) Historical Timeline 1969: Herbert H. Aptekar is named dean when 1977: The Baccalaureate program begins. It grew from a desire to provide a continuum of DelliQuadri leaves to become Chief of the 1975: The book Human Sexuality social work education, as well as a need in the community for line-level practitioners. U.S. Children’s Bureau. He places a strong 1972: The school starts cohort 1 and Social Work is published by emphasis on cross-cultural concerns. Harvey Gochros, a professor for 29 of the federally funded years, and colleague Leroy Schultz. Hawaiian Learning Program. 1980s: The school establishes links with educational institutions throughout the Asia-Pacific Region. 20 UNIVERSITY OF HAWAI‘I AT MĀNOA MYRON B. THOMPSON SCHOOL OF SOCIAL WORK HALE TO KAUHALE 80TH ANNIVERSARY 21 Global Social Justice The Council on Social Work Education (CSWE) has a goal to increase “international perspectives in U.S. social Leading and Learning To Beijing and Back work education and collaboration with social work education and practice worldwide.” MBT SSW highly values The summer service-learning program at the Prince of Peace Partnership with the Beijing College of Social this goal, and our faculty has collectively established global social justice as part of the school’s mission statement. Children’s Home (POPCH) in China allows students to gain Administration leads to an exchange of ideas We aim to further develop international collaborations to fulfill this mission. experience and insights. and experts. BY JING GUO, PHD, ASSOCIATE PROFESSOR BY JING GUO, PHD, ASSOCIATE PROFESSOR he POPCH ince 2008, MBT SSW have been pro- is dedi- moting the development of our Asian The Power of Two Tcated to Sand Pacific institutional collabora- Our collaboration with Ewha Women’s University, Department of Social Welfare, serving orphaned tions, particularly in China. One example benefits both institutions. children with spe- is the relationship with the Beijing College BY SEUNGHYE HONG, PHD, ASSOCIATE PROFESSOR cial needs. It’s a of Social Administration, a college and a partnership with training center afliated with the Ministry wha Womens University is the world’s largest female educational institute and U.S.-based POP’s of Civil Afairs of the central government one of the most prestigious universities in South Korea. The Ewha Department Foundation, the of China. In 2009, the MBT SSW signed Eof Social Welfare started the first formal social work education in South Korea Civil Affairs Bu- a MOU with the college and developed a in 1947. MBT SSW established a Memorandum of Understanding (MOU) with the reau of the Wuqu- social work training program for a del- Department of Social Welfare at Ewha in 2014. Visiting Scholars ing, and World egate of 13 civil afairs ofcials from China. BY BUNG JUNG KIM, PHD, MBT SSW and Ewha Department of Social Welfare are eager to expand international Vision China. The founder of POP’s Foundation, Ken Since then, the two institutions have been ASSISTANT PROFESSOR collaborations between the two institutions through joint research, such as the promotion Yeung, has played a key role in bridging the relationship welcoming school leadership and hosting of seminars, symposia and research conferences; the exchange of information; seeking The MBT SSW has between the MBT SSW and Ministry of Civil Affairs of faculty visits back and forth. China, and has been a strong supporter through a POPCH research grants together; the collection of research materials and data; and publishing welcomed several educational grant. research findings. Student exchange is also key, including participation in research foreign scholars, which projects, academic training activities, and international practicums. led to the collaborative Yeung is an alumnus of the MBT SSW, which he attended “This international collaboration is very exciting because our department was development of research in the 1970s. Although Yeung has been a successful busi- awarded a Brain Korea (BK) 21 PLUS grant from Korean government to train our projects such as: nesses man since the 1980s, he continues his commitment graduate students for their academic success. I believe that our global relationship will and dedication in the field of social work. He founded provide students from two institutions great opportunities to grow as global leaders,” A cross-national study POPCH in 2003, when it became the first ofcially foreign says Dr. Soondool Chung, lead principal investigator of BK 21 PLUS project, professor on burnout among care run children’s home in China. Today, POPCH is a training at Ewha Dept. of Social Welfare. workers working at hub in the areas of special education, rehabilitation and so- long-term care settings in cial work service. The first collaborative seminar was held at Japan, South Korea, and Ewha, celebrating its 128th Anniversary on International practicum director, Ron Matayoshi, and th the U.S. Jing Guo have been the leading faculty in coordinating and May 29 , 2014. The theme was “Culturally Dean Noreen Mokuau visited the Col- supervising the POPCH China project. The project has run Responsive Approaches in Health: Asian and Family policy in East Asia lege in 2013 and signed a memorandum of either 10 weeks (2012) or 5 weeks (2013 and 2015), and is Pacific Islanders.” Dean Noreen Mokuau agreement (MOU) with the College. The Public long-term care open for all BSW and MSW students. Students work with gave a talk on culturally appropriate family- goal is to create collaboration and exchange insurance between Japan teachers and caregivers providing services to children who focused interventions to deal with cancer opportunities between two institutions in- and South Korea have resided in the orphanage most of their lives. They lead among Native Hawaiian women. Dr. Seunghye cluding faculty and student exchanges, joint classes, and take responsibility for special projects, such as Hong presented on immigrant heterogeneity Social work and social research, and training. and contextually sensitive approaches to reviewing and updating fire drills, or developing transitional service development in health promotion. The seminar provided an plan for older children. Students bring in their social work Jing Guo has hosted six visiting scholars China. opportunity for enhancing Ewha’s scholars and values, knowledge and skills to the POPCH, while learning from the College in the past three years. graduate students’ understanding on culture These rewarding about Chinese child welfare practices and culture. The scholars’ research are in a range of social welfare issues efecting China, and immigration among Asian and Pacific relationships between The POPCH program has been a life changing experience such as child welfare policy and practice; Islanders. scholars led to the for students. “The POPCH program has opened my eye on community and nonprofit development; publication of several orphan care in China, helped me understand my Chinese A master’s student from Ewha, Keumji Ko, visited Hawai‘i in spring of 2015 and adoption policy and practice; as well as heritage, and deepened my understanding of cultural com- successfully finished her practicum at the Susannah Wesley Community Center, focusing peer-review journal social services and social work education. petency,” says Sandra Ng, a MSW student who attended the on immigration and social work. And, MBT SSW is developing field placements in South articles and professional This has created opportunities for faculty program. She joined the Peace Corps after graduation, and Korea to provide students with experiences fully immersed in a diferent culture, allowing presentations of findings. and students in both institutions, through says, “the POPCH program prepared me for my adventures them to navigate as social workers in international contexts. presentations and guest speakers, as well as in social services and global justice.” collaborative research. 22 UNIVERSITY OF HAWAI‘I AT MĀNOA MYRON B. THOMPSON SCHOOL OF SOCIAL WORK HALE TO KAUHALE 80TH ANNIVERSARY 23 Why Technology Is A Priority Connecting: Our New Computer Lab BY CARL FUJIKAWA, IT SPECIALIST, AND REBECCA STOTZER, PHD, Creating tech-savvy social workers is one of our important initiatives. ASSOCIATE PROFESSOR AND DIRECTOR OF DISTANCE EDUCATION BY REBECCA STOTZER, PHD, ASSOCIATE PROFESSOR AND DIRECTOR OF DISTANCE EDUCATION he University of Hawai‘i School of Social Work computer lab started out as a small, unused ofce space in the old Henke Hall with termite Tdamage so bad you could see through the floor. With the newly reno- hen people think vated Gartley Hall, a spacious—and termite-free—computer lab has become a about social work, valuable asset. they do not often In an age where smartphones, tablets and laptops are so prevalent, you might think a central computer lab would be simultaneously think obsolete. But the School of Social Work has made the computer lab an important part of its educational process, and is about technology. preparing future social workers for the technology demands of the 21st century workplace. However, social work is an increasingly W Faculty utilizes the computer lab to teach students how to process statistical data in their research classes. The lab technology-driven profession. That’s due to is also used for the Distance Education programs. Faculty can teach classes where some of their students are right in the growth in the use of electronic medical front of them, and others are miles away, but in the same virtual classroom. records, telehealth programs that use on- line communication to bring assistance to The computer lab has the resources the students need for research and to complete their assignments, and also rural and remote clients, and the increasing offers something that is a key component to being a social worker: communication with others. A sense of com- use of online tools and social media prod- munity has developed with many of the students who use the lab, adding additional value. Students discuss their ucts to promote services and reach vulner- class work, practicum placements, and most important, the well being of their fellow students, which lays the able clients. In adopting technology as one groundwork for a strong social work practice. of the strategic priorities at the MBT SSW, we are acknowledging and prioritizing these skills as a part of our eforts to train the emerging 21st century workforce. Inside the Simulation Room We have invested in a Distance Educa- BY MICHAEL DEMATTOS, MSW, ASSISTANT SPECIALIST AND BSW PROGRAM CHAIR tion program that provides opportunities CARL FUJIKAWA ost social work students come into the program as established for people in the rural counties of Hawai‘i helpers. BSW-level students are often seen as resources in their and from the Territory of Guam to attain families, among their friends, and in their community, while our MSW-level degrees while staying and M graduate students are frequently “coming back” to school after years in the working in their home communities. We have also invested and trainings for online delivery to be able to share field. But helping others as a professional social worker is diferent from in a simulation room (to ofer the ability to practice while their know-how as they develop as professionals. helping a friend or family member. And one’s experience in the field, while being videotaped for later evaluation), and a computer lab, During their practicum experience, students use an valuable, is a starting point for a more comprehensive education ofered at where students can learn the skills necessary for creating on- online evaluation system, where they monitor their the MBT SSW. line needs assessments and analyzing data from clients and own progress, complete practice notes, and receive communities. Students are also gaining the skills necessary feedback from their supervisors and instructors. The Simulation Room in Gartley Hall provides students with the oppor- to be active and engaged learners for the duration of their This online system prepares them to be able to navi- tunity to practice the numerous intervention methods covered in class. And careers in social work by familiarizing themselves with the gate the complex information coming from mul- thanks to two-way mirrors and recording equipment students gain valuable experience of taking trainings and professional development tiple sources and professions that is so prevalent in feedback from their colleagues and instructors—without the pressures of opportunities online. They learn to prepare presentations today’s social work environment. performing in front of a large audience — and can self reflect on their own skills. Being sensitive to our clients’ feelings, exploring the thinking behind CROXFORD DAVID behavior and resolving ethical dilemmas are critical to efective social work. The Simulation Room provides the needed space for students to unpack issues that may interfere with the social worker/client relationship and to develop needed skills. Historical Timeline 1982: One of the profession’s most notable authors, Joel Fischer, Joel Fischer, publishes Evaluating Practice: Guidelines 1988: Visions for the Future: 1988: The MSW Distance 1991: The Department of Health/Adult Mental for the Accountable Professional. Social Work and Pacific-Asian Traveling program begins. 1991: PhD Program in Social Health Division/Hawai‘i State Hospital collaboration, 1982: The school’s future dean, Noreen Perspectives is published. Welfare is established. It is the Pulama I Ke Ola Project, is established. Mokuau, becomes the first Native Hawaiian only doctorate degree offered by woman to earn a doctor of social work degree. a U.S. accredited, Pacific Basin- based school of social work. 24 UNIVERSITY OF HAWAI‘I AT MĀNOA MYRON B. THOMPSON SCHOOL OF SOCIAL WORK HALE TO KAUHALE 80TH ANNIVERSARY 25 Endowments Barbara Cox Anthony Richard And Rose Takasaki A Pledge…Queen Lili‘uokalani Chair In Aging Professor In Social Policy Distinguished Professorship BY KATHRYN L. BRAUN, DRPH, PROFESSOR AND DIRECTOR BY COLETTE BROWNE, MSW, DRPH, PROFESSOR OF THE OFFICE OF PUBLIC HEALTH STUDIES AND in Native Hawaiian Culture NOREEN MOKUAU, DSW, DEAN AND PROFESSOR BY NOREEN MOKUAU, DSW, DEAN AND PROFESSOR generous vision to impact social n 2015, the Trustees of the Queen Lili‘uokalani Trust (QLT) endowment justice is evident in a pledged to establish an endowment at the University of A supports the A generous endowment to IHawai‘i at Mānoa Myron B. Thompson School of Social university’s research, strengthen instruction, research Work in honor of the life and legacy of Queen Lili‘uokalani. instruction, and and service in social policy. In Queen Lili‘uokalani (1838-1917) was the last monarch and only service activities 1995, a bequest establishing the queen regnant of Scholarships BY MARI ONO, MSW, JUNIOR SPECIALIST, in gerontology. In Richard S. and T. Rose Takasaki the Kingdom of DIRECTOR OF STUDENT SERVICES 2008, the Barbara Professorship in Social Policy was Hawai‘i. She is Cox Anthony Chair made to the University of Hawai`i remembered for Alumni and Friends of the School of in Aging was established with a $2 million gift to the at Mānoa School of Social Work. her formidable Social Work Endowed Scholarship University of Hawai‘i at Mānoa (UHM). The chair’s In 2013, the realized bequest of $1 million was accepted to intelligence, responsibility is in leading the Center on Aging (COA) support a professorship in scholarly and research activities unwavering Betty Lyle Anderson Scholarship and fostering innovative and interdisciplinary work that in social policy. resilience, enhances the lives of older adults and their families. The and staunch Gordon and June Ito Foundation n 2015, Dr. Colette Browne was selected to be the school’s COA was established by the UHM Board of Regents in commitment Social Work Scholarship first Takasaki Endowed Professor of Social Policy. In 1988 to address research, education and service in aging. to her people. announcing the selection, Dean Noreen Mokuau, stated, The strength of Left to right: Dean Noreen Mokuau, Laura Thompson, Kahala Nui Gerontology Scholarship In 2015, two of UHM’s gerontology scholars were “I know that Dr. Browne will fulfill Richard and Rose QLT Trustee Patrick K.S.L. Yim, Trustee Dr. Claire her character selected as co-chairs for the Endowment: Dr. Kathryn Takasaki’s legacy to advance social justice and social policy L. Asam, Trustee Thomas K. Kaulukukui Jr., Lita Sentaro and Laurel T. T. Kaneda is reflected in L. Braun, professor and director of the Ofce of in ways that benefit our students, our communities, and the Blankenfeld, Myron Thompson Jr. Endowed Scholarship her composition Public Health Studies and Dr. Noreen Mokuau, Dean global enterprise.” “Ke Aloha O Ka Haku” (Queen’s Prayer) in which she speaks of of the Myron B. Thompson School of Social Work. Oscar and Gaile M. Kurren Scholarship Dr. Browne holds advanced degrees in social work, forgiveness and peace during the overthrow of the monarchy Under their leadership, the COA will shape research, public health, and educational psychology. She serves as and her imprisonment – “Kō mākou maluhia a mau loa aku nō” education and service across multiple disciplines in Fred Markham Lampson the chair of the gerontology concentration in the school’s (Let peace be our portion now and forever more). Endowed Scholarship the area of aging. Dr. Braun has had a long history Master of Social Work program and has taught social with the COA. Her involvement with the COA began The holder of this professorship will create an educational policy courses in the school’s BSW, MSW and PhD levels. Jensen Lampson Memorial in 1988 with telecourse development in aging, but program anchored in Native Hawaiian cultural knowledge, Dr. Browne is the principal investigator for the federally Endowed Scholarship her greatest impact came as director from 1995-2009 practices and values that will strengthen the training of social funded Ha Kūpuna, National Resource Center for Native as she secured numerous federal and state grants work and other allied professionals in working with Native Hawaiian Elders, Administration on Community Living/ Sally Kanehe Lampson and contracts that fostered interdisciplinary and Hawaiian children, families, and communities. It is believed Endowed Scholarship Administration on Aging, has won numerous awards from community-based work in aging. Dean Mokuau’s that by building a workforce educated in Native Hawaiian the University of Hawai‘i and national and community specific contributions focus on the cultural lens for culture, we can improve the health and well-being of this Murabayashi Foundation Scholarship organizations, and has published extensively in the area of exploring issues in aging with relevance for Native population. gerontology. Hawaiian historical trauma, care-giving, and the Daniel Selvarajah Sanders Hawai‘i is easily recognized for its racial and ethnic diversity, Endowed Scholarship perpetuation of cultural legacy through generational “It is an honor, a privilege and a responsibility to be with Native Hawaiians comprising approximately 20 percent of relationships. As co-chairs, Drs. Braun and Mokuau appointed to the Richard S. and T. Rose Takasaki Endowed the 1.4 million people who live here. As the people indigenous to Richard S. and T. Rose Takasaki state “Our vision for the Center on Aging is to be a Professorship in Social Policy,” says Dr. Browne. “The Hawai‘i, Native Hawaiians have multiple strengths, but continue Endowed Scholarship catalyst of academic excellence in gerontology.” Takasakis were role models for their community work on to experience health disparities and social inequities. The pledged behalf of Hawai‘i’s citizens. Their generosity will allow Of the 50 U.S. states, the population of Hawai‘i has gift from the QLT will strengthen the school’s advocacy and Elaine K. Tamashiro me and my colleagues to examine policy questions related Endowed Fellowship the longest life expectancy. About 14 percent of the obligation to work on improving the circumstances of Native to equity-related concerns of diverse groups in the U.S. population is aged 65 or older, compared with 12 Hawaiians. It is a commitment that reflects Queen Lili‘uokalani’s With the assistance of colleagues and students at UHM, Myron B. Thompson percent nationally. This generous gift of the Barbara motto “‘E ‘Onipa‘a Kākou” (Be Steadfast). we pledge to meet Mr. and Mrs. Takasaki’s vision through Endowed Scholarship Cox Anthony Endowment inspires a commitment to collaborative and interdisciplinary research, conferences, This professorship is subject to final authorizations and the improving the health and quality of life of older adults and teaching.” approval of the University of Hawai‘i Board of Regents. in Hawai‘i. 26 UNIVERSITY OF HAWAI‘I AT MĀNOA MYRON B. THOMPSON SCHOOL OF SOCIAL WORK HALE TO KAUHALE 80TH ANNIVERSARY 27 Faculty and Staff Notes Our internationally renowned faculty and staff share some of what they are working on. It’s been a busy year of publications, presentations, conferences and promotions. Elizabeth Aparicio, MSW, is partnering with the Trafcking Michael C. DeMattos, MSW, is Jing Guo, MA, PhD, was recently Elders and with the UH Cancer Theresa Kreif, MSW, LSW, is PhD, Assistant Professor. Her Victims Post Conviction Advocacy currently, BSW Program Chair. tenured and promoted to Associate Center. Her enduring commitment currently Faculty and Assistant to current work includes research- Project at the Women’s Law Center of In 2008, he received the coveted Professor. Her research focuses on is to advancing health equity and the Dean. Her recent work includes practice partnerships on (1) teen Maryland. She’s assisting survivors of Frances Davis Award for Excellence comparative family policy, population eliminating disparities in cancer/ A Chuukese Canoe, in the book, pregnancy/parenting among Native sex trafcking, helping them vacate a in Undergraduate Teaching. He is (im)migration and child education. HIV. As educator, she is active Transnational Pacific Islander Hawaiian youth and (2) reducing prostitution conviction, pursuant to committed to extending educational Currently, Dr. Guo is conducting in development of indigenous Americans and Social Work: Dancing intergenerational child welfare a recently enacted Hawai‘i law. She access to underrepresented an Asian Immigrant Family Study Hawaiian and inter-professional to the Beat of a Diferent Drum. She involvement via evidenced-based continues to serve as president of the populations, indigenous ways of in Hawai‘i, which examines Asian pedagogies. She serves on the coordinates the Guam Option MSW teen pregnancy prevention and teen board of directors for Mental Health knowing, and culturally relevant immigrant parenting in relation to UHM Interprofessional Education DE program with the University of parenting support. This year, Dr. America of Hawai‘i and attended the practice. Current research focuses their cultural values and immigrant Collaborative and co-convenes the Guam. Her presentation Continuing Aparicio also launched the Future national Mental Health of America on racial and ethnic formation in experiences. Social Work & Health Inequalities Education: Advancing Community, Leaders Optimizing Well-being conference in June of 2015. Hawai‘i, in particular the racialization Network. Faculty and Student Engagement and (FLOW) program. of the Portuguese at the turn of the Collaboration will be delivered at the 20th century. Associate Professor Seunghye Hong annual program meeting for the 2015 Professor Colette Browne, MA, MA, PhD, published several new Assistant Professor Bum Jung Kim Council on Social Work Education. Robin G. Arndt, MSW, LSW, recently MSW, MPH, Dr.PH, chairs the articles, including “Neighborhoods MSW, PhD, focuses his research presented “The Process Recording: school’s gerontology program. Associate Professor, Meripa Taiai and Mental Health: Exploring ethnic on mental health, suicide, and An Old Tool in a New Age,” at the She continues as principal Godinet, MSW, PhD, is the MSW density, poverty, and social cohesion quality of life among older Asian Christine Langworthy, MSW, LSW, Social Work Distance Education investigator, together with co- Program Chair and Author of Pacific among Asian Americans and Latinos,” immigrants. He was formerly the tenured Assistant Specialist, has been Conference, held in Indianapolis. principal investigators Drs. Noreen People and Transnational Social Work: in Social Science & Medicine. Dr. associate director of Center for Policy part of the Practicum Ofce since Arndt is an instructor with the MSW Mokuau and Kathryn Braun, of Hā Dancing to the beat of a diferent Hong also received a RMATRIX-II Research on Aging at the University 1989, and is currently practicum Distance Education option and Kūpuna National Resource Center. drum. Her scholarship focuses on Pilot Project Grant, funded by the of California Los Angeles (UCLA). coordinator for MSW Students. coordinates the school’s continuing Dr. Browne and her colleagues social and adjustment issues of Pacific National Institute on Minority Health She oversees and coordinates education and professional recently published “Listening to Islander adolescents, and the juvenile and Health Disparities, for feasibility field placements and continues development opportunities. He the Voices of Native Hawaiian justice and child welfare experience. testing a web-based weight loss Jaclyn Kanilehua Kim, MSW, LSW, to work with agency partners and is president-elect of the National Elders” and “‘Ohana Caregivers: Additional publications include: program for Native Hawaiians and joined the faculty in 2010. Her fields social workers in the community Association of Social Workers-Hawaii Discussions on Aging, Health, and “Early childhood maltreatment and other Pacific peoples. of interest are in Native Hawaiian to develop new practicum Chapter and Chair of the Continuing Care Preferences” in the Journal trajectories of behavioral problems: health and well-being, and indigenous opportunities for students. Her Education Committee. of Cross Cultural Gerontology; Exploring gender and racial research and evaluation. She serves areas of interest are gerontology and and “Research on Indigenous diferences”; “Protective factors Lana Sue Ka‘opua, MSW, PhD on the board of I Ola Lahui, which behavioral mental health. Elders: From Positivistic to among families with children at risk and ACSW, is Associate Professor is a non-profit integrated behavioral Katie Bennett, JD, MSW, was Decolonizing Methodologies” in of maltreatment: Follow up to early and Chair of the MSW Health health services provider for Native recently promoted to Assistant The Gerontologist. She works on school years”; and “Community, Concentration. She is also the co- Hawaiians. Specialist. In addition to her two national boards: The American Neighborhood, and Peer Influence on director of Hā Kūpuna National ongoing work in child welfare and Society on Aging, and the National Samoan American Youths.” Resource Center for Native Hawaiian family conflict resolution, Bennett Indigenous Elder Justice Initiative. CONTINUED ON PG 30 >> Historical Timeline 1995: Faculty member Susan Chandler is named director, Department of Human Services. 1998: Title IV-E Hawaii Child Welfare 2006: Education Collaboration established. MBT SSW celebrates its 70th anniversary by honoring five 1999: MBT SSW Co-sponsored the 13th Annual Counseling and individuals for their remarkable contributions to social justice in Treating People of Colour: An International Perspective. Permanent Hawai‘i: (from left) Masaru Oshiro, Haunani Apoliona (MSW ’76), 2003: Social Work Seminar in Ah Quon McElrath (BA ’38), Patti Lyons, Lynette (MSW ’66) and sponsors the Health Sciences Center of SUNY-Stony Brook and Hawai‘i/Univers Foundation held. Human Resources Development Institute, in Chicago. Richard Paglinawan (MSW ’62). 28 UNIVERSITY OF HAWAI‘I AT MĀNOA MYRON B. THOMPSON SCHOOL OF SOCIAL WORK HALE TO KAUHALE 80TH ANNIVERSARY 29 Faculty and Staff Notes < Ron Matayoshi, MSW, LSW, Assistant professor Susan Nakaoka, addresses antecedents and began the school’s international MA, MSW, PhD, joined the school in consequences of stigma, including field exposure programs in 2000. January of 2015. She is co-investigator bias crimes, discrimination, and Countries include: Japan, the on a study examining the impact of harassment, with specific attention Philippines, China, Thailand, a racial justice MSW curriculum on to issues impacting sexual and/or Eastern Tanzania, New Zealand, and social work practice. In October 2015, gender minority people. the Dominican Republic. Ongoing she will be presenting her paper “Race international collaboration with: and Emergency Services: The story Univers Foundation, Japan; Okinawa of Seattle’s International District Jill Sur, MSW, is the current International University, Okinawa; Emergency Center,” at the Council Program Coordinator for the Prince of Peace Foundation, China, on Social Work Education Annual Distance Education option of the and the Consuelo Foundation, Program Meeting. MSW Program. In April 2015, she Philippines. Ron is the lead MBT presented “Preparing students in SSW faculty to the Maternal and distance education programs: A Child Health, Leadership Education Director of Student Services, Mari student orientation model” at the Neurodevelopmental Disabilities Ono, MSW, chairs the Indigenous inaugural Social Work Distance and related Disorder program. In Afairs Committee within the SSW Education Conference held in addition, he was the lead integrator and will serve as Chair of the UHM Indianapolis, Indiana. for the SWITCH pilot program at Academic Procedures Committee. Kaiser Permanente. Ono co-presented at the National Academic Advising Association Aimee Sutherlin, MSW, has assisted (NACADA), Region 9 Conference: in coordinating the BSW practicum Paula Toki Morelli, MSW, “Where’s the Aloha? De-Stigmatizing program by placing students at PhD and PhD Program Chair. the Helicopter Parent.” In October field sites in the community and Her research includes Queen 2015, she is co-presenting, “What facilitating the Field Integration Lili‘uokalani Children’s Center, Happens in Advising Stays with Seminars. She also provides “Papawai Nurturing ‘Ohana”; and Students and Their Families,” at the instruction for BSW practice and Administration Native Americans, NACADA National Conference. policy courses. “Na Kamalei Early Education”. She is the Director of the Moloka‘i Child Abuse Prevention Pathways. Laura Puakina Paul, MSW, LSW, An alumni of the School of Social Recent publications include “Asian- runs the Hi‘ilei program which Work and of the Hawai‘i Child Americans: Filipinos,” in the provides field integration seminars Welfare Education Collaboration, Encyclopedia of Social Work; and in children’s mental health and Cheri Tarutani, MSW, LCSW, has “Shifting paradigms: New directions practicum placement in the Child and a background working on issues for non-profits and funders… Adolescent Mental Health Division. surrounding child welfare and the diminishing resources,” published in She also provides technical assistance courts, but her current interest is in Social Business. to Project Kealahou, a Substance restorative justice practices. Abuse and Mental Health Services Administration grant for adolescent girls who have experienced trauma. Emeritus Faculty Paul L. Adams, MA, MSW, DSW plays a vital role in carrying out the mission of the MBT SSW, and in helping to position Our Staff our school as a leader in higher education in social work. The staf stands side by side Harvey Gochros, MS, DSW Associate Professor, and Director with faculty, university colleagues, and community partners in creating an environment that nurtures the of Distance Education, Rebecca Harold Jambor, MSW, DSW educational growth of our students. They hold diverse roles and responsibilities related to areas such as Stotzer, MS, MSW, PhD has been student afairs, grants and contracts management, fiscal and budget administration, and human resources. Larry H. Lister, MSW, DSW selected as an Honors Program DAVID CROXFORD In many ways, they represent that “glue” that holds the operations of the MBT SSW intact so that we can faculty (2014- 2016). Her research Mildred Sikkema, MSS, PhD aspire to providing education that meets the social work needs of our families and communities. 30 UNIVERSITY OF HAWAI‘I AT MĀNOA MYRON B. THOMPSON SCHOOL OF SOCIAL WORK HALE TO KAUHALE 80TH ANNIVERSARY 31 Our Programs The MBT SSW is an educational leader in social work with growing outreach in the Asia-Pacific region. Bachelor of Social Work The Social Welfare Doctorate Program BY MICHAEL DEMATTOS, MSW, ASSISTANT SPECIALIST BY PAULA MORELLI, PHD, ASSOCIATE PROFESSOR AND BSW PROGRAM CHAIR AND PHD PROGRAM CHAIR ver the past five years, BSW enrollment has octoral leadership in social welfare increased by 33%. This unprecedented growth provides significant efforts toward Ocan be attributed to the dedicated work of past alleviating effects of poverty, war, social and present faculty; recognition of the BSW degree as D injustice, and political instability. Through research, valuable to both the community and students; and in- teaching and service, doctorate servant-leadership novative and inventive programming designed to address advances healing, social justice and global the changing needs of both our students and society. understanding. Students may prepare for careers as academicians, researchers, policy analysts, leaders Over the past five years and administrators in welfare and allied areas. Thirty-nine percent of our graduates hold faculty BSW program enrollment or administrative positions at local, national and has increased by 33%. international universities; 22 percent are instructors at universities and other educational settings. The remaining 39 percent contribute to research, clinical The BSW program is committed to increasing stu- or consultancy roles within various non-governmental dents’ access to an afordable and excellent education. and governmental organizations, or private practice. Toward this end, the program has solidified relationships with UH system of community colleges to establish path- Opportunities to participate in faculty research ways from two-year institutions in rural areas of O‘ahu include: Health disparities among Asians, Native into the MBT SSW. In 2012, the BSW Program partnered Hawaiians and Pacific-Islanders, behavioral mental with the Native Hawaiian Center of Excellence at the health, child welfare, gerontology, immigration School of Medicine to form the Native Hawaiian Inter- issues, indigenous research methodologies, and social development in indigenous communities. disciplinary Health Program, to recruit and retain Native ODEELO DAYONDON Hawaiian students. Finally, the BSW Program is develop- In the Pacific Basin, University of Hawai‘i’s PhD ing an Honors Tract for high-performing students hop- in Social Welfare program stands alone, making it ing to conduct independent research. imperative to safeguard its future. Nearly half of all BSW graduates go on for their MSW degree, while many others enter the social service field directly. Our students are making a diference here in the Master of Social Work Islands, on the Continent and across the globe. BY MERIPA GODINET, PHD, ASSOCIATE PROFESSOR AND MSW PROGRAM CHAIR 19: ur MSW program is anchored in our With the largest, oldest, and most established The number of currently enrolled PhD commitment to social justice, well-being, and accredited MSW program in Hawai‘i and the students, representing emerging leadership The category of community and social diversity. This commitment is reflected in the broader Pacific region, we are essential to building a O poised to serve the Pacific Basin, Asia, U.S, service occupations is expected to be profession’s contribution to prevention and resolution of workforce of social workers in Hawai‘i and the Asia- critical social problems in an increasingly multicultural Pacific area. Instruction, research/scholarship, and and other regions. Fifty-eight percent are one of the fastest growing occupational world. Within this commitment, our unique focus is on service in the MSW program afrm the importance groups, with a predicted growth of indigenous wisdom and perspectives with an emphasis of social work in the global community. The local residents, 26% international (rep- 24.2% from 2010 to 2020. on Native Hawaiians and strong consideration of other program reflects a continuum of learning, preparing resenting Japan, Korea, Philippines, and Pacific Islander and Asian people living in the Asia- professional social workers for advanced micro, -U.S. Bureau of Labor Statistics Pacific region. The School is directed towards increasing mezzo, and macro level practice. Within the MBT Singapore), and 16% U.S. continental. the educational capital and workforce of Hawai‘i to SSW mission, the MSW program has positioned achieve social justice and improve the well-being of itself as an educational leader in social work. current and future generations. 32 UNIVERSITY OF HAWAI‘I AT MĀNOA MYRON B. THOMPSON SCHOOL OF SOCIAL WORK HALE TO KAUHALE 80TH ANNIVERSARY 33 Spanning the Miles: Service and Learning The Distance Education Program in the Philippines BY REBECCA STOTZER, PHD, ASSOCIATE PROFESSOR AND DIRECTOR OF DISTANCE EDUCATION BY PAULA MORELLI, PHD, ASSOCIATE PROFESSOR AND PHD PROGRAM CHAIR he issue of having enough social workers connection to the community I serve and allowed ver the past 10 years, 29 social work and and services for Hawai‘i—particularly me to really understand the services that are public health students have completed in the rural areas—has long been a provided.” Another alumna of the DE program, summer internships in the Philippines in concern. To address this shortfall, the Madeline Colon, class of 2010, says, “Since partnership with the Consuelo Foundation. MBT SSW started a distance education graduating, so many more doors have opened up OJon Matsuoka, former Dean of the MBT SSW, is the T(DE) program in the 1980s, designed to visit one island for me which otherwise would have been shut. No current president and CEO of the Consuelo Foundation. at a time with cohorts of 30, and teachers flew out to longer do I feel like a paraprofessional. Returning Consuelo Foundation works with over 200 progressive students’ locations. This meant that only one cohort to school after a 10-year gap it was daunting, but non-governmental organizations (NGOs) that deliver could be run at a time, so there was a maximum of 30 the DE faculty was supportive of all of us and were assistance, treatment, education, socio-economic and Masters of Social Work students every three years. Still, invested in our success in each step of the way.” community development opportunities aimed at the this version of the program graduated over 100 social prevention of abuse, neglect and exploitation of families. In 2013, the DE program entered into a workers on Kaua‘i, the Big Island, and Maui by the time The Consuelo Foundation Service Learning Internship cooperative agreement with the University of it wrapped up in 2005. has dual functions: 1) Learning: to advance skills related Guam to bring a MSW education to Guam, allowing to international social work, community organization, In 2007, the DE program shifted to a technology- students from both schools to tackle social issues and socio-economic development within disadvantaged enhanced model, allowing students from all of the that span the Pacific, as well as those issues that are communities, and 2) Service: to empower, protect, and rural islands to learn simultaneously, and allowing most pressing in their home communities. improve the lives of impoverished women, children and two cohorts to run at the same time. This doubled the families. The internship offers students unparalleled potential MSW graduates, from 30 every three years to opportunities in: Professional development in real- 60 every three years. world settings, international networking, knowledge Since 2010, the MBT SSW DE program has “Being able to of cutting-edge practices in developing countries, graduated over 100 students, who have gone on to stay on Maui and organizational systems analysis, and career development open private mental health services in Kahului; in international social welfare and allied professions. become leaders in nonprofit programs in Hilo; to go to school was Placement sites in the Philippines include: serve our homeless veterans on Kaua‘i, and who have such an important • Child and Family Services Philippines, Baguio Founder and Benefactress Consuelo Zobel Alger. become child welfare workers helping vulnerable opportunity for City Consuelo Foundation Child Protection keiki on Moloka‘i. Students have put in more than Projects and Initiatives, Dumaguete City, Negros 75,000 hours at field placements in 80 agencies in me. I was able size-fits all” methodology for community work, and that OccidentalCF Project HOPE, Guiunan, Eastern rural parts of the state, totaling over $1.5 million their eforts must accommodate the social, cultural and to continue working in social SamarPangarap Foundation, in Pasay City, Metro back in services to our Neighbor Island communities. political nuances of that community. They’ve also learned services while studying. This Manila Little Children of the Philippines, Dumaguete Our program has been identified as one of the top 10 that genuine caring transcends cultural diferences; the City, Negros Oriental Southville 7, Calauan, Laguna distance MSW degrees in the United States. strengthened my connection face of dire circumstances, communities can demonstrate Calabarzon Western Samar Development Foundation remarkable resilience and resourcefulness. Several MBT “Being able to stay on Maui and go to school was to the community I serve and (WESADEF), Calbayog, West Samar International SSW/Consuelo internship graduates joined the U.S. Peace such an important opportunity for me,” says Nicole Deaf Education Association (IDEA), Bohol Visayan allowed me to really understand Corp; worked in Africa with other NGO’s or returned to Galindo, class of 2011. “DE is special for so many Forum, Quezon City Child Hope Asia, Manila Social the services that are provided. the Philippines as volunteers. Wherever graduates go, the reasons. I was able to continue working in social Action Center, Zamboanga. CFSLI significantly influenced their appreciation of, and services while studying. This strengthened my - Nicole Galindo, class of 2011 Former students have discovered that there’s no “one- commitment to, global social welfare. Historical Timeline Sept. 19, 2008: The Board of Regents unanimously approves the naming June 4, 2007: of the school as the Myron B. Thompson School of Social Work. 2010: First Indigenous Voices in The Journal of Indigenous Social Social Work Conference, 2008: Development debuts. The journal is held in Mākaha, Hawai‘i. Hawaiian Learning Program 2010: Kelly Anne Beppu MSW ‘10 and Brandee Aukai MSW published through Le‘a Publications, Cohort 2 begins, supported by the Office ‘10 HLP alumni, under the guidance of kumu Randie Fong, established through a generous gift of Hawaiian Affairs, Queen Liliu‘okalani composed the MBT SSW Mele Aloha in honor of Myron B. from Sally Lampson Kanehe. Children’s Center and MBT SSW. Thompson, also known as “Pinky.” 34 UNIVERSITY OF HAWAI‘I AT MĀNOA MYRON B. THOMPSON SCHOOL OF SOCIAL WORK HALE TO KAUHALE 80TH ANNIVERSARY 35 OHA and The Hawaiian Caring for Learning Program Our Children THERESA KREIF, MSW, LSW, JUNIOR SPECIALIST AND ASSISTANT TO THE DEAN, Through her Trust, Queen Lili‘uokalani NOREEN MOKUAU, DSW, DEAN AND PROFESSOR ensured that the people of Hawai‘i would AND JACLYN KANILEHUA KIM, MSW, LSW, JUNIOR SPECIALIST be cared for in perpetuity. BY NOREEN MOKUAU, DSW, DEAN AND PROFESSOR ODEELO DAYONDON ueen Lili‘uokalani Children’s Center (QLCC) is a premier social service agency embedded in Hawaiian values and prac- Q tices, and dedicated to the care he Hawaiian Learning Program (HLP) works with stu- dents to develop a hands-on, practice-based educational of orphan and destitute children cultural curriculum that honors the ‘ōlelo noeau, “Ma throughout Hawai‘i. QLCC originates in ka hana, ka ‘ike” (in the doing comes the learning). The Queen Lili‘uokalani’s Supporting High Quality Health Care OTfce of Hawaiian Afairs (OHA) recently continued its long-term steadfast aloha for the How we team with The Queen’s Medical Center to the benefit of all. support of the MBT SSW Hawaiian Learning Program through a children and families three-year grant. The grant will assist with student stipends as well as of Hawai‘i – “it is for NOREEN MOKUAU, DSW, DEAN AND PROFESSOR developing the school as a Hawaiian Place of Learning. them that I would give ROBIN ARNDT, MSW, LSW, INSTRUCTOR AND COORDINATOR OF CONTINUING EDUCATION the last drop of my Statewide, HLP students have contributed 80,000-plus hours of in- blood; it is for them ternships at social service connected agencies. Dean Noreen Mokuau, that I would spend, he Queen’s Medical Center (QMC) is an HLP alumni, says, “OHA’s strategic priorities include ho‘ona‘auao nay, am spending, the largest private, non-profit hospital in or education; we welcome the opportunity to continue our collabora- everything belonging to me.” To further its mis- Hawai‘i, and is renowned for its commit- tion with OHA. HLP, which is led by esteemed kūpuna and well- sion, the QLCC has generously partnered with ment to the health and well-being of all regarded faculty, is taught in both community and university settings, the school in multiple ways, with significant people. The legacy of the QMC is rooted and places students in organizations that work with Native Hawaiian attention to a cultural immersion practicum in the resolve of Queen Emma and King Kamehameha T people, families and communities. It is an intensive, immersion- program, the Hawaiian Learning Program. IV to establish a hospital at a time in Hawai‘i’s history enhanced practicum program for students with special attention to when there was a devastating decline of the Native integrating Hawaiian knowledge and principles in order to exemplify The HLP is unique as it incorporates Ha- Hawaiian population from diseases. In a speech the King social work practice that is respectful to kānaka, ‘āina and akua. (man, waiian values and practices into social work gave in 1860, he galvanized community support by stat- the environment and the gods).” practices, is led by renowned kūpuna who have ing, “….but let me remind you, that so long as sickness positions at both the MBT SSW and QLCC, shall exist, there will be a duty imposed upon us.” To The HLP Cohort 1: 1970s-1980s and Cohort 2: 2008-present, and uses training sites at both the university support high quality health care, the QMC has partnered alumni include OHA trustee Haunani Apoliona. Support from and in the community. To date, the HLP has with us on several initiatives. Partnerships spanning de- OHA current and former CEOs and trustees has provided the op- graduated over 100 social workers with many cades occur in practicum, with students benefitting from portunity for HLP to expand to the Neighbor Islands, enhancing serving Queen Lili‘uokalani at the QLCC, and the reach of OHA’s financial support. Technology allows Neighbor on-site training at the QMC. QMC has also contracted seminars on topics that QMC assesses as critical for others shaping Western social service agencies Island residents to stay connected and complete their internships with the School on professional development activities quality patient care. Most recently, the Queen’s Health in Hawaiian ways. Pinky Thompson, the name- in their home communities, creating robust centers of learning. for social work staf, many of whom graduated from Systems has generously sponsored the naming of one sake of the School, served as one of the Execu- the School. Early and current collaborations emphasize of the classrooms in Gartley Hall to augment the part- Ensuring HLP opportunities are available statewide is critical tive Directors of the QLCC. The reciprocity of the MBT SSW as a resource in health and providing nership on social work education in health care. to the preservation and perpetuation of Native Hawaiian social relationships between our organizations has work values. strengthened eforts to create the MBT SSW as a Hawaiian place of learning. 36 UNIVERSITY OF HAWAI‘I AT MĀNOA MYRON B. THOMPSON SCHOOL OF SOCIAL WORK HALE TO KAUHALE 80TH ANNIVERSARY 37 Toward a Healthier Hawai‘i Advancing Public Health A five-year grant will improve the health of at-risk Island residents. Knowledge, discovery, engagement, inclusion, and leadership BY NOREEN MOKUAU, DSW, DEAN AND PROFESSOR are the cornerstones at the Office of Public Health Studies. BY KATHRYN BRAUN, DRPH, PROFESSOR, DIRECTOR OPHS AND DRPH PROGRAM CHAIR hile Hawai‘i enjoys the status of being the “healthiest state” in the nation based on the he Ofce of Public Health Studies population’s overall longevity, there are still (OPHS) at the University of Hawai‘i many who struggle with poor health. RMATRIX- at Mānoa ofers the BA in public II (2014-2019), the RCMI Multidisciplinary health, the masters of public health, WAnd Translational Research Infrastructure eXpansion program is a the masters of science in public $15.4-million grant from the National Institutes of Health, National Thealth, the doctorate of public health (DrPH) in Institute on Minority Health and Health Disparities, that fosters community-based and translational research, and research on health disparities among Island residents. The goal is to the PhD in epidemiology. All degree programs are improve the health of those who sufer disproportionately from poor accredited by the Council for Education in Public health, with attention to Native Hawaiians, Pacific Islanders, and Health. Currently, the we have about 200 students; Filipinos. In Hawai‘i, poor health can include heart disease, diabetes, about two thirds are residents of Hawai‘i, and cancer and dementia, and involves social determinants such as access to one third are of Native Hawaiian or other Pacific health care and safe neighborhoods, and other socioeconomic conditions. Islander ancestry. Funded through the John A. Burns School of Medicine, in collaboration “We recognize The BA in public health prepares students for a with the Myron B. Thompson School of Social Work, the multiple principal wide array of careers and career paths in health. This investigators Deans Jerris Hedges (JABSOM) and myself recognize the the importance degree option opened in 2014, and the first BA graduates are expected in December 2015. importance of pooling university resources with community partners to of pooling The MPH program emphasizes practice, policy and research with specializations in epidemiology, health optimize health for the future. RMATRIX-II builds a cadre of investigators policy and management, Native Hawaiian and indigenous health, and social behavioral health sciences. The who invest in solving Hawai’i’s most serious health problems through university DrPH in Community-Based and Translational Research and the PhD in Epidemiology prepare leaders in clinical and translational partnerships that are interdisciplinary, culturally- resources with research and policy dedicated to resolving the most serious challenges confronting society. Since 1960, more anchored and community-based. Services include: pilot project funding than 3,850 individuals have graduated with masters or doctoral degrees in public health. and core infrastructure support from biostatistics, regulatory knowledge, community clinical research resources and facilities, community-based research, partners to The OPHS faculty maintains a diverse and extensive research portfolio. About 90 percent of tenure-track collaborations and partnerships, and professional development. faculty served as either a principal investigator or a co-investigator on an extramurally-funded research optimize health project during each of the last three years. Faculty research interests range from infectious and chronic This is one of only five funded grants in the nation, and we are proud to disease epidemiology, to pain control, health economics, health care access, violence prevention, health be afliated with a program that continues to ho‘okahua (lay a foundation) for the future.” behavior change, and reasons for and ways to decrease health care disparities. Research populations range for leading-edge research that promotes a healthier Hawai‘i. - Noreen Mokuau, from infants and children to adolescents, adults, and elders. Sixty-six percent of all externally-funded The University of Hawai`i RMATRIX-II program is supported by award DSW, Dean and Professor research projects conducted over the last three years were community-based, the majority of which were number 5U54MD007584-05 from the National Institute on Minority Health conducted with indigenous, immigrant, and minority communities. The faculty averages four peer-reviewed and Health Disparities. papers and two conference presentations per year. Historical Timeline 2013: First Cohort of Distance Education Guam Option MSW Program through the University of Guam begins In 2013 and 2015: We receive our first two Nov. 2014: endowments: the Takasaki Endowment in We become the new Social Policy, and the Barbara Cox Anthony stewards and tenants of Endowment in Aging, to further work in 2012: The school is ranked in the top third of all accredited masters’ 2014: The school receives our largest National Institutes of the historic Gartley Hall. DAVID CROXFORD social policy and aging. programs in the United States, and the distance education option is Health research grant award of $15 million, with senior partner, ranked among the top 10 online social work programs. the John A. Burns School of Medicine, to examine health dispari- ties among Native Hawaiians and other populations in Hawai`i. 38 UNIVERSITY OF HAWAI‘I AT MĀNOA MYRON B. THOMPSON SCHOOL OF SOCIAL WORK HALE TO KAUHALE 80TH ANNIVERSARY 39 Including Our Elders Hā Kūpuna National Resource The Center on Aging is developing and leading ways to Center for Native Hawaiian Elders improve the quality of life of older adults and families. BY CHRISTY NISHITA, PHD, INTERIM DIRECTOR AT THE UNIVERSITY OF HAWAI‘I CENTER ON AGING BY COLETTE BROWNE, MSW, DRPH, KATHRYN L. BRAUN, DRPH, AND NOREEN MOKUAU, DSW, DEAN AND PROFESSOR ā Kūpuna, the National Resource Center he health and quality of life of older adults in Hawai‘i is a vital for Native Hawaiian Elders, is located in concern in this changing demographic and economic climate. Hthe MBT SSW at UH Mānoa. Hā Kūpuna’s To enhance the well-being of older adults, the University work speaks to the giving of hā, or breath of life, from of Hawai‘i Center on Aging (COA) is committed to building the older to younger generations. In Native Hawaiian interdisciplinary and collaborative eforts in research, culture, kūpuna (elders) traditionally are recognized Teducational programs, and providing service to the as the major sources of wisdom, and the transmitters community. “The Center on Aging has served as a of knowledge and training to younger generations. gathering place for faculty and students interested in Established in 2006, the goal of Hā Kūpuna is to aging; as an incubator for gerontological research in improve access to, and delivery of, services to Native various disciplines; and as the hub for developing new Hawaiian elders and their caregivers through the courses,” says Anthony Lenzer, Ph.D., the first Director development and dissemination of knowledge around of the UH Center on Aging (1988-92), and professor health and long-term care patterns and preferences. emeritus, UH Mānoa. Hā Kūpuna is funded by the Administration on In the past few years, COA has focused on Community Living/Administration on Aging (ACL/ opportunities to strengthen the community and AoA), Department of Health and Human Services. in longevity compared to other major ethnic groups in care systems for older adults and their families. One It is a university-community partnership committed Hawai‘i, a strong respect for kūpuna, care preferences example is Mayor Kirk Caldwell’s ongoing Honolulu as to building the knowledge base on Native Hawaiian for afordable and culturally informed health and an Age-Friendly City Initiative, in which COA serves elders’ (kūpuna) health and care preferences that can long-term care services, and the need for service as consultant. The initiative envisions inter-connected translate to more efective policies and practices. Hā providers to be culturally grounded and responsive. communities that will embrace older adults who want Re-examining Kūpuna is governed by an advisory council composed to remain socially involved and physically active; a city infrastructure that In 2015, Hā Kūpuna was awarded the 2015 award for and re-inventing of native elders and native leaders, leaders in the Excellence in Multicultural Aging from the American will remain responsive to the capabilities and safety of our people; equitable gerontology community, and administrators from the Society on Aging, the nation’s largest professional services; robust opportunities for intergenerational exchanges; and thriving the role of older ACL/AoA Title VI programs. Our faculty include Drs. association in gerontology. “We are thrilled by this quality of life among all residents. COA was responsible for gathering and adults and family Noreen Mokuau, Colette V. Browne, Kathryn L. Braun, synthesizing public feedback, research, and development of the Action Plan prestigious national recognition,” said Dean Noreen in health care, Lana Sue Ka`opua, and Bum Jung Kim. Mokuau. Colette V. Browne, added, “Recognition of and will support the implementation process. Over the past ten years, Hā Kūpuna researchers the work of Hā Kūpuna, National Resource Center A second example is COA’s partnership with MBT SSW on a caregiver social services, implemented a multi-method research study that for Native Hawaiian Elders, signals an increased support project that recognizes the role individuals and families as essential and community identified health and long-term care needs of awareness of the social and health disparities faced by partners in the care planning process. The evidence-based, Tailored Care initiatives is Native Hawaiian elders and their ‘ohana (family) native elders, and the need for continued research and (T-CARE) model uses trained care managers to assess caregiver needs through caregivers. Issues that surfaced included: disparities policies to alleviate them.” a structured assessment and tailors care recommendations to the needs of critical and will caregivers, including their own health and wellness. COA and MBT SSW are have a profound evaluating the efectiveness and feasibility of this pilot program to determine impact on the whether this evidence-based program can be adopted statewide to benefit efciency of care in The percentage of older adults in Hawai‘i, making it one of the caregivers in Hawai‘i. Re-examining and re-inventing the role of older adults and family in health our community. nation’s fastest growing older adult populations. By 2035, care, social services, and community initiatives is critical and will have a 20% 30 percent of the state’s residents will be in that age group. profound impact on the efciency of care in our community. From research, program development and evaluation to policy analysis, the COA is developing and leading collaborations to improve the quality of life of older adults and families and to ensure Hawai‘i’s communities are age-friendly for all. MORE INFORMATION ON HĀ KŪPUNA REPORTS IS AVAILABLE AT MANOA.HAWAII.EDU/HAKUPUNA/. 40 UNIVERSITY OF HAWAI‘I AT MĀNOA MYRON B. THOMPSON SCHOOL OF SOCIAL WORK HALE TO KAUHALE 80TH ANNIVERSARY 41 Innovations in Staying Current Our school’s responsibility for education does not Interprofessional Education stop with the issuance of a degree. In IPE, many hands are working together. BY ROBIN ARNDT, MSW, LSW, INSTRUCTOR AND COORDINATOR OF CONTINUING EDUCATION LANA SUE KA‘OPUA, PHD, ASSOCIATE PROFESSOR AND QUINNE CUSTINO, MSW ocial workers, like other professionals, have a MBT SSW “Participation gave me insights into responsibility to remain knowledgeable about advances in their respective discipline. It may be holds firm on its how healthcare providers can work true that the foundations of relationship building together. You have to know your stuff haven’t changed much over the course of several responsibility and how to work with others. The decades,S but the interventions that are considered best prac- tice have. As time continues to progress, so too does knowl- to provide experience grew my confidence as a edge. Things that were once considered a well-established social worker and team player!” intervention are deemed ineffective. Subtle changes to how a opportunities for practitioner works with a client could reduce recovery time. –An IPE student Changes in policy alter how services need to be delivered. professionals to The passage of a recent law requiring licensed social work- pecking order in the hospital setting and the social advance their ers in the state of Hawai‘i to complete hours of continuing work perspective is often underrepresented. We need education during each licensing period has solidified the ne- to emphasize that everyone brings something to the knowledge. cessity for continued learning. This law aligns with the Code table—all are necessary to ensure the best and most of Ethics of the National Association of Social Workers in - Robin Arndt, MSW, LSW, comprehensive quality of care. nterprofessional Education (IPE) involves inter- that each social worker should participate in continuing edu- Instructor and Coordinator active learning between two or more students True collaboration is born from trust, and this trust cation to keep current with emerging social work practice. of Continuing Education from diverse professions. Faculty work together can only be nurtured through ongoing opportunities As an essential component of the only public flagship to facilitate interprofessional exchange among to learn how to efectively communicate and collabo- research university in the state, MBT SSW holds firm on students who learn with and from each other. At rate with other disciplines. its responsibility to provide opportunities for profession- MBT SSW, we are actively involved in IPE with our part- I IPE Collaboration at UH als to advance their knowledge. Through the development ners from the UH Schools of Medicine, Nursing/Dental of partnerships with community organizations to provide Hygiene, Pharmacy, and Ofce of Public Health Studies. IPE complements disciplinary-specific training ’15 MSW DAVIS, RONDA training, and the creation of a yearlong series of workshops Through Team Laulima—the UH IPE innovation—we through curriculum and activities which articulate and seminars, MBT SSW will be promoting excellence and aspire to prepare the healthcare workforce for interpro- a common core of competencies in communication, competence in the field. fessional collaboration on the triple aims of healthcare ethics, and team-based work. Such competencies pro- transformation—namely, greater access to care, enhanced mote interprofessional understanding and trust. MBT The Continuing Education and Professional Development quality of care, and better health outcomes for persons SSW is involved in several IPE collaborations which (CEPD) program will begin engaging soon-to-be graduates and populations. notably, includes Maternal and Child Health Leader- through a journey to licensure program, which describes the ship Education in Neurodevelopmental and Related process and invites students to learn more about the “A driving force behind healthcare providers’ transition Disabilities (MCH LEND) and Hawai‘i Interprofes- importance of a license to their career. CEPD has from soloists to members of an orchestra is the complexi- sional Team Collaboration Simulation (HIPTCS). Stu- also distributed a comprehensive needs assess- ty of modern healthcare, which is evolving at a breakneck dent participants in these IPE activities report being ment to working practitioners, to understand the pace,” reported the Institute of Medicine. The US health challenged to stretch beyond their comfort zone and educational needs of the community and respond to care system is among the most costly in the world, with are enthusiastic about ‘how’ and ‘what’ they learned. them. Via short Internet-based webinars, and longer costs rising as chronic health conditions proliferate, the workshops, professional social workers can partner with population ages, and increasingly complex demands are SSW continues collaboration with other UH profes- MBT SSW on their journey of lifelong learning. placed on health and social service providers. IPE is re- sional schools —refining IPE activities, extending out- garded as an educational innovation essential to advance reach to the greater health and social services com- changes in healthcare delivery. munity, and building the organizational infrastructure necessary for sustainability. Such eforts ofer the While teamwork is important, achieving interprofes- hopeful prospect of better health care for all. sional collaboration remains a challenge. There is a clear 42 UNIVERSITY OF HAWAI‘I AT MĀNOA MYRON B. THOMPSON SCHOOL OF SOCIAL WORK HALE TO KAUHALE 80TH ANNIVERSARY 43 A Message from the Director of Development loha and thank you for your support of the Myron B. Thompson School of Social Work. AYour generosity is evident when we look at the tax-deductible donations that we have been Mele Aloha receiving ever since the school was founded in 1936. The work we do in the Development Ofce is multifaceted and touches all parts of the school. Mainly, we are here to help develop relationships, help donors and their families to create and leave their legacies, and to provide confidence that their wishes will be carried forward Ākea ka moana nui now and into the future. There are many areas where you can support the MBT SSW. A few include: Ho‘olālani ‘ia o ‘Iwikuamo‘o E pūlama i mōhala nā pua Gartley Hall Naming Opportunities We can provide our friends and partners an opportunity to name “spaces” A kū i ka māna in our new home, historic Gartley Hall, for specific funding levels for a 10-year term. There are a variety of spaces that can be named that have E kupu a liko a‘e instructional, research, community engagement, and administrative functions.The naming of spaces is a significant, highly visible and enduring E ulu a ola mau honor that can catalyze teaching and research. Funding is to be used for diverse school needs, with attention to technology and special projects. A kau i ka puaaneane Student Scholarships E ola mau Ka Lāhui! Student scholarships provide financial support to students who are interested in social work. Many of the MBT SSW students are the first in their family to attend college or obtain a degree in higher education. The immense ocean of Kanaloa Through scholarships, we can provide access to the brightest students who Aligned is ‘Iwikuamo‘o might not otherwise have the financial means to pursue higher education. Scholarships can be supported by a named endowment that will continue in Cherish them so they may blossom perpetuity or by annual gifts. Fed by the elder, the younger retains the knowledge Bud forth and grow Endowed Professorships and Endowed Chairs Increase and thrive Endowments for Professors and Chairs have diferent funding levels, and UNIFIED. PROUD. STEADFAST. are intended to attract and retain distinguished leaders to fulfill the mission To live a full life of social work and match the priority interest of donors. Examples may include social policy, aging, Native Hawaiian health, international social Long live the Nation! work, and community engagement. Funding supports the endowed faculty in achieving excellence and can include leadership development, research, student support, and community engagement. Please email or call me if you have any questions about how you can support Visit UHalumni.org to catch up our students and programs. Or if you just want to explore some ideas and discuss with old friends, learn about alumni Written by Brandee Aukai and Kelly Anne Beppu under the guidance of kumu Randie Fong. how you might leave your legacy. I would be happy to talk with you. discounts & events, and even find Mahalo nui for helping to grow our kauhale, a job! Upgrade your membership This mele (song) was written in honor of Myron B. Thompson, also known as “Pinky.” We worked together with his to receive even more benefits and ‘ohana and close friends to compose this mele. Though we both did not have the honor of meeting him, he left a legacy Mark Fukeda, a subscription to the UH Alumni that touched us greatly. Pinky was a man of few words, though his actions were great. He loved his people, his culture Director of Development Magazine! Visit UHALUMNI.ORG and the ocean, which he used as a common thread to unite all people. Through this oli we hope that Myron “Pinky” (808) 956-7988 Thompson and his vision for his beloved people will be perpetuated by the school of social work that carries his name. [email protected] 44 UNIVERSITY OF HAWAI‘I AT MĀNOA MYRON B. THOMPSON SCHOOL OF SOCIAL WORK HALE TO KAUHALE 80TH ANNIVERSARY 45 The faculty of the Myron B. Thompson School of Social Work, photographed at Gartley Hall on August 17, 2015. DAVID CROXFORD 46 UNIVERSITY OF HAWAI‘I AT MĀNOA MYRON B. THOMPSON SCHOOL OF SOCIAL WORK HALE TO KAUHALE 80TH ANNIVERSARY 47 MĀL A M A T H E P E O P L E O F HAWAI‘I, THE NATION, AND OUR GLOBAL COMMUNITY