What Do They Mean for Social Work Practice, Research and Education

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ed in 2009 and is a is: policy deliberations. tion and dissemination

uture issues in

ation

DC 20002-4241 ADVANCED PRACTICE DOCTORATES: 202.336.8393 WHAT DO THEY MEAN FOR SOCIAL WORK PRACTICE, RESEARCH, AND EDUCATION

SEPTEMBER 2013

> REPORT FROM AN INVITATIONAL THINK TANK > Convened by NASW, in collaboration with CSWE, BPD, ASWB, GADE, NADD, SSWR and SLG SWPI-RPT-22014.DSW-Report_Layout 1 1/8/14 2:31 PM Page 3

ADVANCED PRACTICE DOCTORATES: WHAT DO THEY MEAN FOR SOCIAL WORK PRACTICE, RESEARCH, AND EDUCATION

l-being of America’s Veterans and Their by the NASW Foundation’s Social Work ersity of Southern California School Veterans and Military Families, on TABLE OF CONTENTS

ern California School of Social Work Overview ...... 1

ial Work Policy Institute’s website, so be viewed at that site. Practice Doctorates in Social Work: How Do They Fit with Our Practice and

What Can We Learn From Other Disciplines That Have Launched Practice D FOR MORE INFORMATION CONTACT

Joan Levy Zlotnik, PhD, ACSW ded Citation – Social Work Policy Institute (2012). Director, Social Work Policy Institute What Can We Learn From Current DSW Programs ...... 1 Risk: Optimizing Health in an Era of Reform. 750 First Street NE, Suite 700 n, DC: National Association of Social Workers. Washington, DC 20002 What Does the Marketplace Want & Need ...... 1 202.336.8393 [email protected] SocialWorkPolicy.org Consensus & Conundrum ...... 1

Recommended Next Steps ...... 1

References ...... 2

Other Resources...... 2

Appendix ...... 2

E DOCTORATES: SOCIAL WORK PRACTICE, RESEARCH, AND EDUCATION

TABLE OF CONTENTS

Overview ...... 1

Practice Doctorates in Social Work: How Do They Fit with Our Practice and Research Missions? ....3

What Can We Learn From Other Disciplines That Have Launched Practice Doctorates ...... 6 FOR MORE INFORMATION CONTACT

Joan Levy Zlotnik, PhD, ACSW Director, Social Work Policy Institute What Can We Learn From Current DSW Programs ...... 10 750 First Street NE, Suite 700 Washington, DC 20002 What Does the Marketplace Want & Need ...... 14 202.336.8393 [email protected] SocialWorkPolicy.org Consensus & Conundrum ...... 17

Recommended Next Steps ...... 19

References ...... 21

Other Resources...... 21

Appendix ...... 22

> This provides a social work option > Association of Social Work Bo OVERVIEW for social work clinicians who CEO Mary Jo Monahan said s otherwise might pursue practice impressed by the interconnecte doctorates in another discipline, like of all the organizations here a the PsyD. stated that the purpose of licen > Will this be something that will add protecting the public from incom to the high debt that social workers service. Close communication already have? education is an essential nece > Need to know more – how are these because education is preparing degrees financed in the academy, workers to provide competent se how will quality be determined? > Council on Social Work Educa > Are advanced practice doctorates Darla Spence Coffey, Presiden only about clinical practice? CEO, noted that in reviewing p > Need to be cautious about furthering octoral education in social work reports, this was an issue that a practice-research divide. Dbegan in the 1920s and has needed more attention, so she especially evolved over the last half > How does this impact on the MSW convened under the auspices of the stimulate discussion along with the Leadership Roundtable (CS century. The number of social work as the terminal degree? National Association of Social Workers facilitated small groups. It included ASWB, NASW, BPD, GADE, education programs granting PhDs has > Where will the new graduates be (NASW) Social Work Policy Institute learning from other disciplines that St. Louis Group, ANSWER Co continued to grow as has the focus in hired? To teach clinical practice? To (SWPI). It was co-hosted by NASW, have pursued advanced practice and the American Academy o most doctoral programs on preparing do innovation in practice? CSWE, the National Association of doctorates as well as from programs Social Work and Social Welfa social workers to do research; and Deans and Directors of Schools of that have been launched in social work convened each December, to d hoping that a substantial number of Social Work (NADD), the Association (See Appendix 1-3 for Agenda, > WHY HOST A THINK this. That discussion resulted in graduates will pursue academic for Baccalaureate Social Work Program Participants and Speaker Biographies). TANK ON THE ADVANCED plans for this think tank. She careers. Over the last seven years, a Directors (BPD), the Group for the suggested that we can learn fr new breed of doctoral education PRACTICE DOCTORATE Advancement of Doctoral Education other professions; and one outst opportunities has emerged in social > PURPOSE OF THIS IN SOCIAL WORK? (GADE), the Society for Social Work question for CSWE is the pote work. In a few universities, advanced REPORT and Research (SSWR), the St. Louis PERSPECTIVES OF THE ORGANIZERS role of CSWE in accreditation practice doctoral programs have begun This report summarizes the think tank Group for Excellence in Social Work Each host organization was asked to and several more are being considered. presentations and discussions and and Research (SLG), and the provide comments on why they were > Group for the Advancement o describes the key findings and Association of Social Work Boards interested in collaboration as a host of Doctoral Education. Chair The To better understand this trend and its recommendations for future actions. A (ASWB). Several schools of social work this symposium. The following Early stated that GADE is a bi implications, a think tank symposium graphic recorder captured the discussions also supported the event including summarizes those comments. but GADE is not quite sure how was convened. The intention was to and the graphic recording is available Boston College, Case Western Reserve the tent should be. For practice build upon a 2011 issue paper, The at www.socialworkpolicy.org. The think > Association of Baccalaureate Social University, New York University, Ohio doctorates, GADE is not quite Doctorate in Social Work (DSW) tank kicked off with introductions by the Work Program Directors. President State University, Rutgers University, what its role should or could b Degree: Emergence of a New Practice 60 participants who commented on Peggy Pittman Munke said that BPD University of Denver, University of two decades GADE has been f Doctorate (www.cswe.org/File.aspx? their current predisposition to the sees a need for a practice doctorate Michigan, University of Southern on quality in more research- id=59954) that was developed by a development of Advanced Practice – not just because DSWs will be California and University of Tennessee. focused PhD social work task force of social work educators Doctorates in Social Work. grounded in good clinical experience, doctoral programs. convened by the Council on Social but they can also bring “boots on the The think tank brought together an Work Education’s Leadership Forum. It interdisciplinary group of stakeholders > PREDISPOSITION TO ground” experience, combined with > National Association of Deans was determined that a more detailed to not only expand our shared social work values and knowledge and Directors. Barbara Shank and trans-social work conversation was PRACTICE DOCTORATES: understanding of these new practice to evaluate their practice. From spoke on behalf of NADD, needed. Thus, on September 23 and COMMON THEMES doctorate programs, but also to identify BPD’s perspective the DSW would noting the high level of interes 24, 2013, an invitational think tank, implications for practice, research, > This is something already underway, build on the MSW, unlike some in the process of this discussion Advanced Practice Doctorates: What policy and education. The think tank so it is not going to be stopped. (The sister professions where the but indicated that NADD does Do They Mean for Social Work program included brief presentations to horse is already out of the barn). doctorate becomes the entry level not have a position on what Practice, Research and Education, was practice degree. the outcome should be.

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> This provides a social work option > Association of Social Work Boards. > National Association of Social OVERVIEW for social work clinicians who CEO Mary Jo Monahan said she is Workers. Joan Levy Zlotnik, Director otherwise might pursue practice impressed by the interconnectedness of NASW’s Social Work Policy doctorates in another discipline, like of all the organizations here and Institute noted that there is not yet a the PsyD. stated that the purpose of licensing is clear understanding of what the DSW > Will this be something that will add protecting the public from incompetent will bring to the profession. Critical to the high debt that social workers service. Close communication with issues are how excellence will be already have? education is an essential necessity ensured, and how the DSW will fit > Need to know more – how are these because education is preparing social with the continuum of levels of social degrees financed in the academy, workers to provide competent services. work practice – BSW, MSW, DSW. how will quality be determined? > Council on Social Work Education. > St.Louis Group for Excellence in > Are advanced practice doctorates Darla Spence Coffey, President and Social Work and Research. Edwina only about clinical practice? CEO, noted that in reviewing previous (Eddie) Uehara, the immediate past > Need to be cautious about furthering reports, this was an issue that chair, commented that the St. Louis a practice-research divide. needed more attention, so she asked Group, an organization of schools > How does this impact on the MSW ed under the auspices of the stimulate discussion along with the Leadership Roundtable (CSWE, that are in top tier research as the terminal degree? al Association of Social Workers facilitated small groups. It included ASWB, NASW, BPD, GADE, SSWR, universities is interested in this topic. > Where will the new graduates be W) Social Work Policy Institute learning from other disciplines that St. Louis Group, ANSWER Coalition, She noted that there is a trend for hired? To teach clinical practice? To It was co-hosted by NASW, have pursued advanced practice and the American Academy of new doctorates in higher education do innovation in practice? the National Association of doctorates as well as from programs Social Work and Social Welfare), and that we now have some

and Directors of Schools of that have been launched in social work convened each December, to discuss information available to analyze the

Work (NADD), the Association (See Appendix 1-3 for Agenda, > WHY HOST A THINK this. That discussion resulted in the benefits and minimize deficits of

calaureate Social Work Program Participants and Speaker Biographies). TANK ON THE ADVANCED plans for this think tank. She these emerging programs. The range rs (BPD), the Group for the suggested that we can learn from of organizations represented will PRACTICE DOCTORATE cement of Doctoral Education other professions; and one outstanding help to have a good discussion and > PURPOSE OF THIS IN SOCIAL WORK? , the Society for Social Work question for CSWE is the potential the topic and outcomes will be on the REPORT search (SSWR), the St. Louis PERSPECTIVES OF THE ORGANIZERS role of CSWE in accreditation. next St. Louis Group meeting agenda. This report summarizes the think tank for Excellence in Social Work Each host organization was asked to presentations and discussions and search (SLG), and the provide comments on why they were > Group for the Advancement of > Society for Social Work and Research. describes the key findings and ation of Social Work Boards interested in collaboration as a host of Doctoral Education. Chair Theresa President Jeanne Marsh noted that recommendations for future actions. A ). Several schools of social work this symposium. The following Early stated that GADE is a big tent, there can be a place for DSWs in the graphic recorder captured the discussions pported the event including summarizes those comments. but GADE is not quite sure how big profession and her thoughts will be and the graphic recording is available College, Case Western Reserve the tent should be. For practice further addressed in her presentation at www.socialworkpolicy.org. The think > Association of Baccalaureate Social ity, New York University, Ohio doctorates, GADE is not quite sure that is summarized below. tank kicked off with introductions by the Work Program Directors. President niversity, Rutgers University, what its role should or could be. For 60 participants who commented on Peggy Pittman Munke said that BPD ity of Denver, University of two decades GADE has been focused their current predisposition to the sees a need for a practice doctorate an, University of Southern on quality in more research- development of Advanced Practice – not just because DSWs will be nia and University of Tennessee. focused PhD social work Doctorates in Social Work. grounded in good clinical experience, doctoral programs. but they can also bring “boots on the nk tank brought together an ciplinary group of stakeholders > PREDISPOSITION TO ground” experience, combined with > National Association of Deans

only expand our shared social work values and knowledge and Directors. Barbara Shank PRACTICE DOCTORATES: anding of these new practice to evaluate their practice. From spoke on behalf of NADD, COMMON THEMES ate programs, but also to identify BPD’s perspective the DSW would noting the high level of interest tions for practice, research, > This is something already underway, build on the MSW, unlike some in the process of this discussion,

and education. The think tank so it is not going to be stopped. (The sister professions where the but indicated that NADD does m included brief presentations to horse is already out of the barn). doctorate becomes the entry level not have a position on what

practice degree. the outcome should be.

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Other reasons that can make pra PRACTICE DOCTORATES IN SOCIAL doctorates attractive include leve the playing field when sitting at t case conference table with other WORK: HOW DO THEY FIT WITH OUR doctoral level disciplines (e.g., M DNPs, DPharms, PhD in psycholo PRACTICE AND RESEARCH MISSIONS? PsyDs), and providing opportunit organizational advancement and potentially greater pay for more passion to make the social work science or social science model of advanced clinical services. It is n profession as good as it can be. doctoral education are quite distant uncommon for social work’s best from the concerns of most practitioners. clinicians to move into supervisio Anastas indicated that theorists have The emerging “practice doctorate” administration. We need to cons conceptualized that doctoral graduates programs, some may assert, will how we can develop and suppor are to be “stewards of the discipline” of produce “clinician-scholars” who can clinical leaders in health, behavio > SETTING THE STAGE social work – generating knowledge, help bridge the practice/research Jeane Anastas, NASW President and health and social service delivery conserving knowledge and transforming divide. Others worry that practice Professor, Silver School of Social Work, organizations. As noted earlier, w knowledge. They also can be viewed to doctoral degrees in social work will be New York University have difficulty finding faculty who be stewards of the enterprise of social seen as “less than” PhD degrees, or that to PhDs. Now there is a re-emergence both PhD-research trained and al work, including setting policies and knowledge development goals may be of the use of the DSW which can be have strong clinical experience. T standards for the profession. sacrificed due to the programs’ practice confusing, since these new programs years post MSW practice experie focus. These are questions that will be offering DSWs have a somewhat hardly sufficient to prepare new d Drawing from the findings of her national addressed through the presentations. different paradigm. Thus far, most of the graduates to teach a range of study of social work doctoral students DSW programs that have developed evidence-based interventions. (Anastas, 2012), she stated that students are in universities that also offer a enter programs to gain the ability to do > PRACTICE DOCTORATES traditional PhD. However as we move The recent knowledge explosion research and that a vocal minority of forward we may see DSWs develop in neuroscience and evidence base students indicated that doctoral programs IN SOCIAL WORK: ARE free-standing, on-line and for profit practice, and the National Institu seemed more aligned with the culture PRACTICE DOCTORATES institutions and potentially programs that Health’s focus on translational re of the academy than with the culture of THE NEXT BIG THING IN do not also offer an MSW degree. It is and the scarcity of psychosocial social work. Study respondents also SOCIAL WORK hard at this point to see the trend lines. intervention research can provide indicated that despite rich practice Karen Sowers, Dean, University of valuable opportunities for new kno careers, when they entered research- Tennessee School of Social Work It is important to consider what the development and expert practition focused PhD programs they were often driving forces are for the development researcher collaborations. CSWE treated as “know-nothings.” Mendenhall Historically, as doctoral programs of these programs. It appears to be an mandated an accreditation comp (2007) also addresses this distance developed in social work there was interest in acquiring advanced clinical which emphasizes “engagement between practice and research as one Kicking off this panel, Jeane Anastas, little distinction between PhD and DSW knowledge and skills, since practice research-informed practice and p enters a social work doctoral program. NASW President, noted that this is the programs. DSW programs began in the continues to change and there is not informed research.” This lofty go first discussion of practice doctorates 1940s to increase the status of the always access to high quality and higher been a challenge for our profess The profession is challenged to figure outside of educational institutions and profession and by the early 1970s level continuing education. Sowers also out how to best integrate these two educational organizations, and that there were more DSW than PhD noted that a skilled practitioner is not Perhaps advanced practice docto spheres of practice and research. having representatives from NASW, legal programs. Later in that decade there produced in two years and that we can partner effectively with more Several schools purport to subscribe to regulation, and social work employers was a move to prefer PhDs because of have a goal for practitioners to continue traditional researchers to advanc a both/and approach, but it is not will be helpful in understanding where the research nature of those programs, to keep up with new knowledge. This is goal. Prospective students for the clear if this is truly accomplished. There DSWs might fit in the social work but in reality there was little difference especially important as our clients are focusing on research and prepar are those in the profession, including practice enterprise. While the in the curricula offered. By the 1990s, often oppressed, disenfranchised, and for academia, and those intereste some current students that worry that participants from practice, research, most doctoral programs were awarding poor and deserve the best practice that an advanced doctorate in practic our research intensive social work education and policy might have PhDs and previous graduates were they can get. two totally different groups of stu doctoral programs, by embracing a different perspectives, there is a shared given the option to convert their DSWs If the differences between the pur

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Other reasons that can make practice preparation are clearly delineated one CE DOCTORATES IN SOCIAL doctorates attractive include leveling should not detract from the other. the playing field when sitting at the case conference table with other As we look to the future, we need to OW DO THEY FIT WITH OUR doctoral level disciplines (e.g., MDs, recognize the heterogeneity of all DNPs, DPharms, PhD in psychology and doctoral education programs in social AND RESEARCH MISSIONS? PsyDs), and providing opportunities for work, not just those offering advanced organizational advancement and practice doctorates, and we need to potentially greater pay for more figure out how to decrease this research- n to make the social work science or social science model of advanced clinical services. It is not practice divide. From the academy ion as good as it can be. doctoral education are quite distant uncommon for social work’s best perspective, with the increase in the from the concerns of most practitioners. clinicians to move into supervision and number of PhD programs in social work s indicated that theorists have The emerging “practice doctorate” administration. We need to consider and the number of applicants remaining tualized that doctoral graduates programs, some may assert, will how we can develop and support fairly stable, some universities feel be “stewards of the discipline” of produce “clinician-scholars” who can clinical leaders in health, behavioral compelled to offer another alternative work – generating knowledge, help bridge the practice/research health and social service delivery to continue production of doctoral ving knowledge and transforming divide. Others worry that practice organizations. As noted earlier, we graduates. If DSW programs are dge. They also can be viewed to doctoral degrees in social work will be have difficulty finding faculty who are developed thoughtfully with the wards of the enterprise of social seen as “less than” PhD degrees, or that to PhDs. Now there is a re-emergence both PhD-research trained and also emphasis of developing not only ncluding setting policies and knowledge development goals may be of the use of the DSW which can be have strong clinical experience. Two advanced practice knowledge and rds for the profession. sacrificed due to the programs’ practice confusing, since these new programs years post MSW practice experience is skills but sophisticated practice-based focus. These are questions that will be offering DSWs have a somewhat hardly sufficient to prepare new doctoral research as well, the potential for g from the findings of her national addressed through the presentations. different paradigm. Thus far, most of the graduates to teach a range of enhancing the research capacity of our f social work doctoral students DSW programs that have developed evidence-based interventions. profession is great. s, 2012), she stated that students are in universities that also offer a rograms to gain the ability to do > PRACTICE DOCTORATES traditional PhD. However as we move The recent knowledge explosion in h and that a vocal minority of > PRACTICE DOCTORATE forward we may see DSWs develop in neuroscience and evidence based s indicated that doctoral programs IN SOCIAL WORK: ARE IN SOCIAL WORK: FIT free-standing, on-line and for profit practice, and the National Institutes of d more aligned with the culture PRACTICE DOCTORATES institutions and potentially programs that Health’s focus on translational research WITH 20 YEARS academy than with the culture of THE NEXT BIG THING IN do not also offer an MSW degree. It is and the scarcity of psychosocial work. Study respondents also RESEARCH CAPACITY SOCIAL WORK hard at this point to see the trend lines. intervention research can provide ed that despite rich practice BUILDING Karen Sowers, Dean, University of valuable opportunities for new knowledge , when they entered research- Jeanne Marsh, President, Society for Tennessee School of Social Work It is important to consider what the development and expert practitioner and d PhD programs they were often Social Work and Research and driving forces are for the development researcher collaborations. CSWE has as “know-nothings.” Mendenhall Professor, University of Chicago School Historically, as doctoral programs of these programs. It appears to be an mandated an accreditation competency also addresses this distance of Social Service Administration developed in social work there was interest in acquiring advanced clinical which emphasizes “engagement in n practice and research as one little distinction between PhD and DSW knowledge and skills, since practice research-informed practice and practice- a social work doctoral program. programs. DSW programs began in the continues to change and there is not informed research.” This lofty goal has 1940s to increase the status of the always access to high quality and higher been a challenge for our profession. ofession is challenged to figure profession and by the early 1970s level continuing education. Sowers also w to best integrate these two there were more DSW than PhD noted that a skilled practitioner is not Perhaps advanced practice doctorates s of practice and research. programs. Later in that decade there produced in two years and that we can partner effectively with more schools purport to subscribe to was a move to prefer PhDs because of have a goal for practitioners to continue traditional researchers to advance this /and approach, but it is not the research nature of those programs, to keep up with new knowledge. This is goal. Prospective students for the PhD this is truly accomplished. There but in reality there was little difference especially important as our clients are focusing on research and preparation se in the profession, including in the curricula offered. By the 1990s, often oppressed, disenfranchised, and for academia, and those interested in urrent students that worry that most doctoral programs were awarding poor and deserve the best practice that an advanced doctorate in practice are earch intensive social work PhDs and previous graduates were they can get. two totally different groups of students. al programs, by embracing a given the option to convert their DSWs If the differences between the purposes/

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Marsh vs. psychologists; discharge planning- then it is imperative for DSW programs examined the fit nurses vs. SW; parole/probation to seize the opportunity to specialize in WHAT CAN WE LEARN FROM between practice services- criminal justice vs. social work. the development of clinical practice and research knowledge – using practice research doctorates and noted Professions are fundamentally defined methods such as case study, clinical THAT HAVE LAUNCHED PRAC that it is essential that the by the tasks they perform and the case monitoring and evaluation, time o add to our understanding of what substantially in mental health serv profession have a strong knowledge relevant to the tasks — and series methods, agency-based research. the creation of advanced practice address societal needs. The 1960 research enterprise. Yet, the fundamental tasks of all professions T doctorates can mean for the social work an increase in students’ interest in MSW graduates often seek are to solve societal problems (e.g., If expanding the degree structure is a profession, the planning committee in practice along with a question advanced practice training and problem of health, problem of justice, good thing in strengthening the identified three disciplines that have to whether training as a scientist thus far we may be counseling problem of building design, and profession then adding the DSW to advanced practice doctorates and essential to this role. This led to th them out of social work, because problem of salvation). social work degrees is a good thing invited them to present information at development of the PsyD, with th traditional doctoral programs do not since it can enable greater specialization the think tank. We were seeking to program launched in 1968 and offer what they are seeking. This think Internal differentiation strengthens in advanced social work degrees and understand: 1) the history of the free-standing school of profession tank is an opportunity to define what we professions. Thus for nursing, vertical contribute to greater opportunities for profession’s development of its practice psychology beginning in 1969. T mean by advanced clinical training. integration is in terms of levels, e.g., specialization and innovation. If this is doctorate; 2) how it has affected change reflected concerns by som LPN, BSN, MSN, Nurse Practitioner. a good thing, then as noted in the research, practice and education; 3) the culture of research and acade Looking at what legitimizes a profession Professions are also integrated 2011 issue paper, there is a need for accreditation of practice doctorates; 4) was drowning out the culture of p can be a useful lens to better understand horizontally: school social worker, guidelines, core concepts and enrollment in practice doctoral programs and that a model of preparation the potential positives and challenges family service social worker, hospital competencies and this should include and impact on PhD programs; 5) application of scientific knowledg of the DSW. Key elements in the social worker and professions are competencies related to research and licensing; and 6) anticipated and sufficient for psychology. legitimization of a profession include: strengthened by internal differentiation knowledge development. unanticipated consequences.

> Understanding that professions exist as it enables them to refine services Since then both degree programs

in an interorganizational context, and expand demand for services. Marsh also highlighted these issues: increased in clinical psychology, > Will availability of DSW practitioners and are constantly engaged in > WHAT CAN WE LEARN the PsyD has grown relatively mo jurisdictional disputes; Since professions gain legitimacy “crowd out” demand for MSW PhD programs. Between 1973 a > Pursuing knowledge development— through codes of ethics, accreditation practitioners? FROM PSYCHOLOGY 2011, the number of PsyD progr research and scholarship—are a and licensing it is logical that these > Will DSWs be in a better position to Cynthia Belar, Executive Director, APA grew from a handful to 60, while source of legitimacy of a profession aspects of the social work profession compete for behavioral health Education Directorate number of PhD programs grew fr and the currency to address disputes; are represented at this think tank. All insurance dollars? to about 160. Despite more clinic > Differentiation of degree structure – are mechanisms to insure quality in > If codes of ethics, accreditation, Cynthia Belar of the American psychology PhD programs, PsyD e.g., BSW, MSW, DSW; professions and to “protect the public.” licensure mechanisms are central to Psychological Association provided an programs are larger in terms of s overview of the development of the PsyD, > Code of ethics, accreditation, professions then social work enrollment and account for approx In looking at the emergence of the the forces that drove its development, licensure; organizations should bring to bear 60% of trainees in clinical psycho DSW, it is important to consider it in and its current status. Psychology started > Given the centrality of knowledge these mechanisms designed to The rate of acceptance into this context of the development and as an academic discipline with a focus development to professions, protect society in relation to DSW – these programs is also growth of a profession. It is therefore on research, then moved into practice, universities are key external as with the MSW. higher. In imperative for DSW programs, like which makes it different from other institutions > If universities are locus for comparing some of the BSW and MSW programs to continue professions. Theirs was not an “adding development of professional degrees characteristics of clinical to (1) incorporate research and on,” but moving into different kinds of Professions develop in an organizational and knowledge development then psychology PhD and PsyD evaluation preparation (knowledge doctorates related to career emphases field and occupy and control certain there needs to be recognition of both programs and their development skills) into curricula; and which emerged while the PhD remained domains of activity; with the occupancy doctorates in the incentive structure students (APA, 2011): (2) contribute to development of the primary degree. In the early years, > PhD programs are more of a domain by one profession, excluding that exists to develop new degrees. the science-practitioner model dominated research capacity building in the field. faculty-intensive, with another, and the domains or tasks of a > In order to warrant support and the training of clinical psychologists. In profession are constantly under 1,889 core faculty for If research and scholarship are the approbation of universities, the mid-century, the desire for a practice jurisdictional dispute. Examples would 9,436 in PhD programs currency of competition for universities must continue to fully doctorate began to emerge as the field be talk therapy for psychiatrists vs. SW; and 870 core faculty for interprofessional disputes, and are also contribute to their research and of psychology matured and expanded prescribing psychotropics-psychiatrists 11,279 PsyD students. sources of innovation and expansion, knowledge development mandates. and as the government invested more

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chologists; discharge planning- then it is imperative for DSW programs vs. SW; parole/probation to seize the opportunity to specialize in WHAT CAN WE LEARN FROM OTHER DISCIPLINES s- criminal justice vs. social work. the development of clinical practice knowledge – using practice research ons are fundamentally defined methods such as case study, clinical THAT HAVE LAUNCHED PRACTICE DOCTORATES asks they perform and the case monitoring and evaluation, time o add to our understanding of what substantially in mental health services to > The average PhD student completes dge relevant to the tasks — and series methods, agency-based research. the creation of advanced practice address societal needs. The 1960s saw their degree in 6½ years, while the damental tasks of all professions T doctorates can mean for the social work an increase in students’ interest in careers average PsyD graduates with a olve societal problems (e.g., If expanding the degree structure is a profession, the planning committee in practice along with a questioning as degree in 5½ years. m of health, problem of justice, good thing in strengthening the identified three disciplines that have to whether training as a scientist was > Attrition rates are higher for PsyD m of building design, and profession then adding the DSW to advanced practice doctorates and essential to this role. This led to the students with a rate of 3.1% for m of salvation). social work degrees is a good thing invited them to present information at development of the PsyD, with the first PsyDs, and 1.96% for PhDs. since it can enable greater specialization the think tank. We were seeking to program launched in 1968 and the first > PhD students tend to have higher differentiation strengthens in advanced social work degrees and understand: 1) the history of the free-standing school of professional GPA scores and higher GRE scores. ions. Thus for nursing, vertical contribute to greater opportunities for profession’s development of its practice psychology beginning in 1969. This tion is in terms of levels, e.g., specialization and innovation. If this is > Higher percentage of PhD students: doctorate; 2) how it has affected change reflected concerns by some that SN, MSN, Nurse Practitioner. a good thing, then as noted in the » Are members of professional research, practice and education; 3) the culture of research and academia ons are also integrated 2011 issue paper, there is a need for society (85% to 68%). accreditation of practice doctorates; 4) was drowning out the culture of practice ntally: school social worker, guidelines, core concepts and » Have done professional enrollment in practice doctoral programs and that a model of preparation for service social worker, hospital competencies and this should include presentations (61% to 21%). and impact on PhD programs; 5) application of scientific knowledge was worker and professions are competencies related to research and » Have published article (45% licensing; and 6) anticipated and sufficient for psychology. hened by internal differentiation knowledge development. to 10%). unanticipated consequences. » Are involved in research (53% ables them to refine services Since then both degree programs have to 13%). pand demand for services. Marsh also highlighted these issues: increased in clinical psychology, though > Will availability of DSW practitioners » Are involved in teaching (42% > WHAT CAN WE LEARN the PsyD has grown relatively more than rofessions gain legitimacy “crowd out” demand for MSW PhD programs. Between 1973 and to 17%). codes of ethics, accreditation practitioners? FROM PSYCHOLOGY 2011, the number of PsyD programs > In terms of student debt, 75% of PhD ensing it is logical that these > Will DSWs be in a better position to Cynthia Belar, Executive Director, APA grew from a handful to 60, while the graduates have debt with the median of the social work profession compete for behavioral health Education Directorate number of PhD programs grew from 80 debt of $68,000, while 90% of PsyD resented at this think tank. All insurance dollars? to about 160. Despite more clinical graduates have debt, with a median chanisms to insure quality in > If codes of ethics, accreditation, Cynthia Belar of the American psychology PhD programs, PsyD debt of $120,000. ions and to “protect the public.” licensure mechanisms are central to Psychological Association provided an programs are larger in terms of student overview of the development of the PsyD, professions then social work enrollment and account for approximately In psychology, APA accredits only ng at the emergence of the organizations should bring to bear the forces that drove its development, 60% of trainees in clinical psychology. professional psychology programs that t is important to consider it in and its current status. Psychology started these mechanisms designed to The rate of acceptance into ntext of the development and as an academic discipline with a focus protect society in relation to DSW – these programs is also of a profession. It is therefore on research, then moved into practice, as with the MSW. higher. In tive for DSW programs, like which makes it different from other > If universities are locus for comparing some of the nd MSW programs to continue professions. Theirs was not an “adding development of professional degrees characteristics of clinical ncorporate research and on,” but moving into different kinds of and knowledge development then psychology PhD and PsyD ion preparation (knowledge doctorates related to career emphases there needs to be recognition of both programs and their pment skills) into curricula; and which emerged while the PhD remained doctorates in the incentive structure students (APA, 2011): tribute to development of the primary degree. In the early years, > PhD programs are more that exists to develop new degrees. the science-practitioner model dominated h capacity building in the field. faculty-intensive, with > In order to warrant support and the training of clinical psychologists. In 1,889 core faculty for rch and scholarship are the approbation of universities, the mid-century, the desire for a practice 9,436 in PhD programs y of competition for universities must continue to fully doctorate began to emerge as the field and 870 core faculty for ofessional disputes, and are also contribute to their research and of psychology matured and expanded 11,279 PsyD students. of innovation and expansion, knowledge development mandates. and as the government invested more

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In nursing there are What have been the issues to consider > Certifiers for other APRN roles two advanced degrees in the DNP only require the DNP after wide for preparation as an > Practice Relevance. Employers practice change occurs as a re Advanced Practice outlined the changing demands of DNP education and that there Registered Nurse health care and the competencies “Psychometrically sound and l (APRN) the master’s needed. Programs focus on partnering defensible tests of entry level degree and the DNP with practice settings to increase competence.” – Doctorate in relevance of the DNP program and Nursing Practice. to engage students in practice To create consensus in regard to An examination of the demands of care In 2005, the National Academy of relevant projects. Thus, the DNP, and to assess progress, a s and the requisite competencies and Sciences issued a report on National knowledge, skills and attributes was convened to make recommend Institutes of Health (NIH) research learning related to providing that care (KSA) that are associated with the to the AACN Board of Directors. training programs, and recommended led to a reconceptualization of the DNP are relevant to employers. summit resulted in a clear validat education of the APRN and the move to that the nursing profession needs to move the relevance of the standards fo have as a goal the preparation of those > Program Quality. While program requiring the DNP. This was partly due more quickly to practice doctorates, programs (Essentials of Doctoral who wish to enter practice. Another designs and expectations vary, all to the fact that the APRN often needed stating that “The need for doctoral Education for Advanced Nursing accreditation program through the DNP programs focus on the standards, more education than what was required prepared practitioners and clinical Practice), with a few minor modifi Academy of Psychological Clinical Essentials of Doctoral Education for in a Masters in Nursing (MSN) program. faculty would be met if nursing could recommended. The summit also Science provides accreditation to Advanced Nursing Practice, and The University of Kentucky was the first develop a new non-research clinical suggested that clarification was n programs that prepare future clinical recommendations have been made program to offer a DNP and many doctorate, similar to the M.D. and on what constitutes practice scho scientists. Currently these programs are regarding quality indicators. Part of others are under development. PharmD. in medicine and pharmacy, and how is that represented in th also accredited by APA. Both the DNP program is to complete a respectively.” This recommendation of Capstone product, and what the accreditation programs are based on Capstone (practice scholarship) The nursing profession, through AACN, two pathways – for clinicians and for workload demands are to comple an outcomes assessment model. project. Reports from DNP graduates convened a taskforce that did a national researchers resulted in huge growth in product. Work to address these also serve as indicators of both quality consensus-developing approach, which DNP programs across the country. There requests is underway at AACN. In health service provision, there is a recommended a practice doctorate. This has also been diminished resistance from and relevance. The DNP has been growing belief that all psychologists was taken to the members of the AACN some sites (e.g., Yale University, University validated by graduates’ capacity to must be trained in some research skills. intervene, lead care, and partner and voted upon, and approved. A of California system, University of North WHAT CAN WE LE The Health Service Psychology Education decade has been devoted to the Carolina, Chapel Hill) that had initially with others. > Collaborative was formed to address transition and implementation of this been resistant to the idea of developing FROM OCCUPATION multiple education and training issues approach with the goal for all advanced a DNP. During this period there has also Accreditation and Certification THERAPY that have emerged in defining this field specialty education in nursing to evolve been a 45% increase in enrollment in > Thus far, only nurse anesthetists are Neil Harvison, American Occupa of psychological practice, and specific to the practice doctorate level (DNP) by PhD programs, perhaps since applicants mandating the DNP. However after Therapy Association (AOTA) Chi competencies have been articulated. 2015. The education in doctoral now have clearer choices to make. Some 2015, no new master’s level programs Academic and Scientific Affairs O (American Psychologist, August, 2013). programs focuses on the development of large health systems are funding DNP will be accredited, and by 2022, advanced competencies for increasingly education because they value it. AACN’s new students must be enrolled in DNP The Occupational Therapy (OT) complex clinical and leadership roles, accrediting arm, the Commission on programs. By 2025, all Certified profession is struggling with the > TRANSFORMATION OF with attention to changes including Collegiate Nursing Education (CCNE) Registered Nurse Anesthetist (CRNA) issue of the development of the ADVANCED PRACTICE global health care, genetics and accredits DNP programs, but not the programs will be at the DNP level. practice doctorate. To provide biomedical advances. This includes DNPs PhD programs, feeling it’s inappropriate NURSING EDUCATION: > So far neither the AACN’s Collegiate some context, Harvison in clinical administration. The DNP to accredit PhD programs. Commission on Nursing Education provided the following MOVING TO THE provides a better match of program (CCNE) or Accreditation Commission definitions: PROFESSIONAL requirements and credits/time with As of 2012 there are 217 DNP programs for Education in Nursing (ACEN) has > Doctorate in a practice DOCTORATE credentials earned. It also offers a higher with another 97 in the planning stage. mandated the DNP for APRN profession has been defined level terminal degree and advanced There are currently 11,575 students in Geraldine (Polly) Bednash, Chief education. However, it will consider as a degree that is conferred educational credit for those who do not DNP programs and 5,110 students in Executive Officer, American Association this if requested from the nursing upon completion of a want or need a research-focused degree research-focused nursing doctoral of Colleges of Nursing (AACN) communities. program providing the such as the PhD in nursing, which is programs. As of 2012 there have been knowledge and skills for the also an option. about 1800 DNP graduates.

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ng there are What have been the issues to consider > Certifiers for other APRN roles will recognition, credential or license vanced degrees in the DNP only require the DNP after widespread required for professional practice, paration as an > Practice Relevance. Employers practice change occurs as a result of with pre-professional and ed Practice outlined the changing demands of DNP education and that there are professional preparation equaling red Nurse health care and the competencies “Psychometrically sound and legally the equivalent of six full-time the master’s needed. Programs focus on partnering defensible tests of entry level equivalent academic years. Such and the DNP with practice settings to increase competence.” degrees traditionally have been in orate in relevance of the DNP program and dentistry, medicine, law and g Practice. to engage students in practice To create consensus in regard to the chiropractics (NCES, 2008). mination of the demands of care In 2005, the National Academy of relevant projects. Thus, the DNP, and to assess progress, a summit > A post-professional doctorate or e requisite competencies and Sciences issued a report on National knowledge, skills and attributes was convened to make recommendations “bridge” degree can be defined as Institutes of Health (NIH) research g related to providing that care (KSA) that are associated with the to the AACN Board of Directors. The augmenting the knowledge, skills training programs, and recommended a reconceptualization of the DNP are relevant to employers. summit resulted in a clear validation of and behaviors of entry level doctoral on of the APRN and the move to that the nursing profession needs to move the relevance of the standards for DNP > Program Quality. While program standards. This fills in gaps after the ng the DNP. This was partly due more quickly to practice doctorates, programs (Essentials of Doctoral designs and expectations vary, all baccalaureate or masters degrees act that the APRN often needed stating that “The need for doctoral Education for Advanced Nursing DNP programs focus on the standards, and might be analogous to the ducation than what was required prepared practitioners and clinical Practice), with a few minor modifications Essentials of Doctoral Education for current situation in social work asters in Nursing (MSN) program. faculty would be met if nursing could recommended. The summit also Advanced Nursing Practice, and (American Physical Therapy versity of Kentucky was the first develop a new non-research clinical suggested that clarification was needed recommendations have been made Association, 2013). m to offer a DNP and many doctorate, similar to the M.D. and on what constitutes practice scholarship regarding quality indicators. Part of > An advanced post-professional degree are under development. PharmD. in medicine and pharmacy, and how is that represented in the the DNP program is to complete a prepares already licensed and respectively.” This recommendation of Capstone product, and what the Capstone (practice scholarship) credentialed individuals to practice sing profession, through AACN, two pathways – for clinicians and for workload demands are to complete this project. Reports from DNP graduates clinically above and beyond those ed a taskforce that did a national researchers resulted in huge growth in product. Work to address these also serve as indicators of both quality expected of the entry-level professional. sus-developing approach, which DNP programs across the country. There requests is underway at AACN. mended a practice doctorate. This has also been diminished resistance from and relevance. The DNP has been These can be distinguished from PhDs ken to the members of the AACN some sites (e.g., Yale University, University validated by graduates’ capacity to because they are not research-focused intervene, lead care, and partner and do not require dissertations. ted upon, and approved. A of California system, University of North WHAT CAN WE LEARN has been devoted to the Carolina, Chapel Hill) that had initially with others. > These programs would include on and implementation of this been resistant to the idea of developing FROM OCCUPATIONAL advanced practice clinical rotations ch with the goal for all advanced a DNP. During this period there has also Accreditation and Certification THERAPY and a capstone research project ty education in nursing to evolve been a 45% increase in enrollment in > Thus far, only nurse anesthetists are Neil Harvison, American Occupational demonstrating the student’s ability to practice doctorate level (DNP) by PhD programs, perhaps since applicants mandating the DNP. However after Therapy Association (AOTA) Chief conduct clinically relevant research The education in doctoral now have clearer choices to make. Some 2015, no new master’s level programs Academic and Scientific Affairs Officer (Association of Schools of Allied ms focuses on the development of large health systems are funding DNP will be accredited, and by 2022, Health Professions, n.d.). ed competencies for increasingly education because they value it. AACN’s new students must be enrolled in DNP The Occupational Therapy (OT) x clinical and leadership roles, accrediting arm, the Commission on programs. By 2025, all Certified profession is struggling with the ention to changes including Collegiate Nursing Education (CCNE) Registered Nurse Anesthetist (CRNA) issue of the development of the health care, genetics and accredits DNP programs, but not the programs will be at the DNP level. practice doctorate. To provide ical advances. This includes DNPs PhD programs, feeling it’s inappropriate > So far neither the AACN’s Collegiate some context, Harvison cal administration. The DNP to accredit PhD programs. Commission on Nursing Education provided the following s a better match of program (CCNE) or Accreditation Commission definitions: ments and credits/time with As of 2012 there are 217 DNP programs for Education in Nursing (ACEN) has > Doctorate in a practice ials earned. It also offers a higher with another 97 in the planning stage. mandated the DNP for APRN profession has been defined rminal degree and advanced There are currently 11,575 students in education. However, it will consider as a degree that is conferred onal credit for those who do not DNP programs and 5,110 students in this if requested from the nursing upon completion of a r need a research-focused degree research-focused nursing doctoral communities. program providing the the PhD in nursing, which is programs. As of 2012 there have been knowledge and skills for the option. about 1800 DNP graduates.

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the required level of professional entry no later than 2020. Different from the into the field and their accreditation entry-level OTD, there are also 25 WHAT CAN WE LEARN FROM program (ACOTE) adopted this position post-professional OTD programs that and mandated that entry level must be appear to be most consistent with the post-baccalaureate. In 2006, there was “Bridge” post-professional programs PROGRAMS a shift to create accreditation standards defined above. n planning for the think tank, the at different degree levels—masters level planning committee reached out to the entry and doctoral level entry. Now in In terms of OT practice, it should be I four existing programs that have already OT, they have a set of standards for noted that in OT, the masters and OTD begun to offer Advanced Practice each level, and faculty must have a levels sit for the same certification exam Doctorates – Aurora University, University doctorate to teach at the professional and meet the same licensing standards of Pennsylvania, University of Tennessee level. There is a requirement that faculty and there is not a difference in and Rutgers University. All but Aurora must have one degree higher than reimbursement as the payment is were able to be represented at the think those being taught. based on “services provided by a tank and provided information about their All of the persons holding bridge-level licensed OT.” As for salaries, there is programs and their current status. Thus doctorates and post-professional The Occupational Therapy Doctorate a trend toward higher starting salaries far, only Penn has awarded DSWs and advanced degrees might be considered (OTD) entry-level accreditation standards in academic health centers. Since this only Aurora does not also offer a PhD. “super professionals.” In OT, between get input from practice, research and is in the early stage of development, the 1998 and 2004, four entry-level education in order to identify findings are not yet available regarding The programs were asked to address the doctoral programs were accredited and competencies for a graduate. There is the impact of moving to the OTD on development and current status of the no other programs developed until a focus on leadership, scholarship and quality of practice, on public perception DSW in their school in terms of when it 2013. The first Occupational Therapy experiential learning and a culminating of competence, or on impact on started, the development process, how Doctorate (OTD) was developed in project that relates theory to practice interprofessional relationships. In terms it differs from the PhD offered and how 1998 at Creighton University in and demonstrates synthesis of advanced of the OTD- the entry-level enrollment is the applicants differ, tuition and funding Nebraska, and it was developed in a knowledge in a practice area. There is growing fast. For the post-professional, applicants for whom the research support, enrollment, and programmatic School of Pharmacy. At the time that the also a 640 hour experiential component. there is also increased demand, degree was not a good fit. This b requirements, e.g., dissertation, first doctoral program was established As of 2013, the debate in the profession especially because entry-level programs a discussion among the administ internship, capstone project. They were there were 145 OT programs, with the has focused on the OTD as the entry-level will require that faculty have doctorates. and faculty that led to the decisio also asked to discuss the career plans majority at the master’s level, with a and there are three new programs that One of the confusing pieces in OT is reinvent the defunct DSW degree for the graduates, how the program has few still at the bachelor’s level; and all will complete accreditation in 2013; that there are two different uses of the practice doctorate. The idea was been perceived/received by the faculty these programs are accredited under three additional in candidate status; OTD – both in terms of entry and only to repurpose the DSW that t and any unintended results or effects of the OT entry-level standards. Today, all and six that have submitted post-professional. A small number of school still had on its books, but the DSW program. The following programs are at the post-baccalaureate candidate applications. post-professional OTD programs have embark on an experiment of sort summarizes the Penn, Rutgers and level, and the majority are master’s funding to support students. There is not would introduce an entirely new Tennessee presentations. degree-level programs. In 2013, a taskforce of the AOTA a move toward a PhD in OT. of doctorate- a practice doctorate Board recommended that the OTD be the profession, with the hope tha The official position of the AOTA is that mandated as the entry level by 2017 would catch on. a post-baccalaureate degree in OT is and that all programs be in compliance > UNIVERSITY OF PENNSYLVANIA A two-year planning period ensu Lina Hartocollis, Associate Dean for by a workgroup composed of sta Student Affairs and Director of Clinical faculty and social work practition DSW Program from the community. The end goa to create a doctorate that was di The Doctorate in Clinical Social Work different from the research-based (DSW) program at the University of and that would respond to severa Pennsylvania School of Social Policy troubling trends: 1. The shortage and Practice was launched in 2007. doctoral trained faculty to teach The PhD director at the time was getting BSW and MSW programs, parti many inquiries from potential in the area of practice; 2. The sig

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uired level of professional entry no later than 2020. Different from the field and their accreditation entry-level OTD, there are also 25 WHAT CAN WE LEARN FROM CURRENT DSW m (ACOTE) adopted this position post-professional OTD programs that andated that entry level must be appear to be most consistent with the ccalaureate. In 2006, there was “Bridge” post-professional programs PROGRAMS o create accreditation standards defined above. n planning for the think tank, the rent degree levels—masters level planning committee reached out to the nd doctoral level entry. Now in In terms of OT practice, it should be I four existing programs that have already y have a set of standards for noted that in OT, the masters and OTD begun to offer Advanced Practice vel, and faculty must have a levels sit for the same certification exam Doctorates – Aurora University, University ate to teach at the professional and meet the same licensing standards of Pennsylvania, University of Tennessee here is a requirement that faculty and there is not a difference in and Rutgers University. All but Aurora ave one degree higher than reimbursement as the payment is were able to be represented at the think eing taught. based on “services provided by a tank and provided information about their licensed OT.” As for salaries, there is programs and their current status. Thus cupational Therapy Doctorate a trend toward higher starting salaries far, only Penn has awarded DSWs and entry-level accreditation standards in academic health centers. Since this only Aurora does not also offer a PhD. ut from practice, research and is in the early stage of development, the on in order to identify findings are not yet available regarding The programs were asked to address the encies for a graduate. There is the impact of moving to the OTD on development and current status of the on leadership, scholarship and quality of practice, on public perception DSW in their school in terms of when it ntial learning and a culminating of competence, or on impact on started, the development process, how that relates theory to practice interprofessional relationships. In terms it differs from the PhD offered and how monstrates synthesis of advanced of the OTD- the entry-level enrollment is the applicants differ, tuition and funding dge in a practice area. There is growing fast. For the post-professional, applicants for whom the research proportion of PhD graduates who choose support, enrollment, and programmatic 640 hour experiential component. there is also increased demand, degree was not a good fit. This began employment outside the academy; 3. The requirements, e.g., dissertation, 013, the debate in the profession especially because entry-level programs a discussion among the administration move to practice doctorates in other internship, capstone project. They were used on the OTD as the entry-level will require that faculty have doctorates. and faculty that led to the decision to professions and the risk of the social also asked to discuss the career plans ere are three new programs that One of the confusing pieces in OT is reinvent the defunct DSW degree as a work profession being left behind; and for the graduates, how the program has mplete accreditation in 2013; that there are two different uses of the practice doctorate. The idea was not 4. The need for more clinical scholarship been perceived/received by the faculty dditional in candidate status; OTD – both in terms of entry and only to repurpose the DSW that the and research that contributes to the and any unintended results or effects of that have submitted post-professional. A small number of school still had on its books, but to social work knowledge base. the DSW program. The following ate applications. post-professional OTD programs have embark on an experiment of sorts that summarizes the Penn, Rutgers and funding to support students. There is not would introduce an entirely new breed The intended outcomes of the program Tennessee presentations. 3, a taskforce of the AOTA a move toward a PhD in OT. of doctorate- a practice doctorate- for are to develop social work practice recommended that the OTD be the profession, with the hope that it experts, educators, and leaders. In ted as the entry level by 2017 would catch on. conceptualizing the goals, structure, at all programs be in compliance > UNIVERSITY OF curriculum and outcomes for the DSW, PENNSYLVANIA A two-year planning period ensued, led the planning group made a deliberate Lina Hartocollis, Associate Dean for by a workgroup composed of standing effort to make the DSW distinctly Student Affairs and Director of Clinical faculty and social work practitioners different from the PhD. The program DSW Program from the community. The end goal was was to be tightly structured into three to create a doctorate that was distinctly years, including both coursework The Doctorate in Clinical Social Work different from the research-based PhD and dissertation, with ample (DSW) program at the University of and that would respond to several writing and mentoring support Pennsylvania School of Social Policy troubling trends: 1. The shortage of built-in so that students would and Practice was launched in 2007. doctoral trained faculty to teach in finish the dissertation and The PhD director at the time was getting BSW and MSW programs, particularly graduate on time. This many inquiries from potential in the area of practice; 2. The significant decision was aimed at

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The program accepts 15 students per This causes an absence of context- be a person?; and 2) How does clinical advanced practitioners, developi year and DSW enrollments have had no dependent knowledge, which was practice matter? The expected incubator for new ideas like the w impact on the school’s PhD program. passed down through supervision. competencies include meta-theoretical program and creating a new rev When the program started, DSW With these changes occurring, Rutgers analytical skills, customized writing, stream. Rutgers has taken a meta-a students were self-funded, most through embarked on a planning process enhancement of case supervision, approach to practice and it is als a combination of loans and personal between 2009 and 2011, including clinical, and consultation skills. The pursuing the development of a D resources. The program has been open forums with NASW and the program structures its curriculum to management concentration in 20 building an endowed scholarship fund Clinical Society as well as with faculty emphasize advanced practice curiosity, and was able to start giving merit awards and alumni. In order to launch the empathy, and doubt. The program does In terms of comparing the PhD an last year that average $15,000 across program, Rutgers had to go through not include a dissertation. Students DSW programs, the DSW is gov the 3 years. Vigorous efforts to raise several approval processes, including case conference, with faculty and by the School of Social Work, no DSW scholarship money are a school the full faculty, the university and state students, their case study throughout University Graduate School; the priority. The tuition is $26,000 per year. approval. the three years. requires an MSW and clinical experience for admission, and the addressing the completion rate problem Penn’s is the only DSW among the new The resulting program was a three year The first cohort of students matriculated does not include a research meth that is endemic in PhD programs in programs that has been in existence program for full-time working in Fall of 2012. There have been curriculum, and is not primarily pre social work and other disciplines. The long enough to have graduates. As of practitioners with 24 once-monthly approximately 100 completed graduates for an academic caree course scheduling and design was fall 2013 there have been four weekend residences and nine on-line applications in the two cohorts, with goal of the DSW is to create prac planned with working professionals in graduating classes. Eighty percent of the residencies (33 total residences over 43 students in the current program: an experts. Students seek advanced d mind, and courses are delivered in a students have completed the program in three years). The modular delivery acceptance rate of 40%. The students based upon their circumstances, modified executive education format of 3 years. Every student is offered the allows for curriculum flexibility and are diverse; almost half of the students and life-dreams. For more details weekly core courses on applied clinical opportunity for a paid TA-ship and there tailors the program to cohort specific are persons of color, with many Latino the Rutgers DSW website: theory and research and monthly is an emphasis in the coursework and needs. Examples of module cluster students and 14 students from out of http://dsw.socialwork.rutgers.ed course modules covering clinical intensive mentoring on teaching. Of the topics: Philosophy of Mind/Social state. The average age of these content. The module structure allows for graduates, 20% are teaching full time Science; Emotion-Depression, Anxiety, practitioner-scholars is 42, with an bringing in preeminent faculty and and another 35% are teaching part-time Empathy; Therapeutic mechanisms; average 12 years post-Masters work > UNIVERSITY OF clinician experts from all over the at schools around the country. The DSW Therapeutic Alliance; Attachment and history. Costs per year are $20,000 country. Penn considers their A-list of graduates who teach at Penn consistently Affect Regulation; Reading Seminar; for out of state tuition, and $15,000 TENNESSEE David Patterson, Endowed Profes teaching faculty one of the hallmarks of earn top scores in their course and Writing Workshop. in-state. In terms of financing their Mental Health Research and Pra its program. The dissertation requirement evaluations. Although the standing faculty education, there are no TA’s, grants Director - Clinical Doctorate Prog allows the students to both contribute to had reservations about re-starting the This is not like a continuing education or scholarships; however, students are the professional knowledge base and DSW program, they now support it and program where people attend and encouraged to teach part time and The University of Tennessee bega become content experts in a clinical find teaching and mentoring the DSW leave. The intended outcome is to not many do. Students are financing their planning in 2010 by doing a ma practice area of their choosing. students to be very rewarding. For more have a division between research and DSW through financial aid and loans analysis of employers in the state information visit www.sp2.upenn.edu/ practice. The focus is on teaching (55%); savings (27%); employer found that there was a strong de The quality standards for the DSW and programs/dsw/index.html. practitioners how to produce knowledge reimbursement (12%), and adjunct from mid-career LCSWs for an ad PhD dissertations are the same, but with an “n of one.” Students write case teaching (6%). degree that was non-research int the scale and scope of the DSW studies that frame theory-to-practice, In a survey of Tennessee’s LMSW dissertations is typically smaller. All the and evidence-based practice dilemmas In terms of why the students choose the > RUTGERS UNIVERSITY LCSW, a majority expressed inte DSW dissertations are published on the derived from actual practice experience. DSW—students are seeking to become Jerry Floersch, Associate Professor pursuing a practice doctorate in University’s open forum electronic The goal is for dissemination to occur clinical leaders – staying in practice and DSW Director work if offered, with the highest i repository for scholarly work, Scholarly through traditional publications and and providing supervision; students are from those who worked in the fie Commons (http://repository.upenn.edu/ on-line. There are also Internet seeking to step back from practice and Rutgers saw a senior clinical shortage, between six and nine years. Ther dissertations_sp2/). In this way the multi-media projects, placing the to think and write; students desire to largely due to retirement, policy and also interest in a distance learnin knowledge generated by the students case study in layers of context. pursue a practice-focused doctorate; funding changes and declines in delivery format and there was pe makes an immediate impact in the field. and a few seek to teach full time. practice knowledge because it is less to be no competition in terms of o At last count, the forty-seven published The curriculum focuses on advanced common for the profession to find practice-oriented doctoral level tr dissertations had been downloaded practice, asking two simple, yet difficult The DSW supports the school by highly skilled and knowledgeable in social work. After undergoing over 50,000 times. questions: 1) How do social workers bringing in a talented pool of long-tenured agency social workers. somewhat onerous approval proc study and understand what it means to 11 > ADVANCED PRACTICE DOCTORATES: WHAT DO THEY MEAN FOR SOCIAL WORK PRACTICE, RESEARC SWPI-RPT-22014.DSW-Report_Layout 1 1/8/14 2:32 PM Page 12

ogram accepts 15 students per This causes an absence of context- be a person?; and 2) How does clinical advanced practitioners, developing an the DSW was approved. The approval nd DSW enrollments have had no dependent knowledge, which was practice matter? The expected incubator for new ideas like the writing process included approval by the on the school’s PhD program. passed down through supervision. competencies include meta-theoretical program and creating a new revenue College faculty, Graduate School, he program started, DSW With these changes occurring, Rutgers analytical skills, customized writing, stream. Rutgers has taken a meta-analytic Faculty Senate, Campus administration, s were self-funded, most through embarked on a planning process enhancement of case supervision, approach to practice and it is also Board of Trustees and the Tennessee bination of loans and personal between 2009 and 2011, including clinical, and consultation skills. The pursuing the development of a DSW Higher Education Commission. es. The program has been open forums with NASW and the program structures its curriculum to management concentration in 2015. Although there was some historical g an endowed scholarship fund Clinical Society as well as with faculty emphasize advanced practice curiosity, faculty ambivalence, the faculty did s able to start giving merit awards and alumni. In order to launch the empathy, and doubt. The program does In terms of comparing the PhD and vote to approve the program and ar that average $15,000 across program, Rutgers had to go through not include a dissertation. Students DSW programs, the DSW is governed faculty do teach across programs. ears. Vigorous efforts to raise several approval processes, including case conference, with faculty and by the School of Social Work, not the cholarship money are a school the full faculty, the university and state students, their case study throughout University Graduate School; the DSW In terms of interest in the program, in The tuition is $26,000 per year. approval. the three years. requires an MSW and clinical the first year there were 42 applicants experience for admission, and the DSW and 20 were admitted, and continue s the only DSW among the new The resulting program was a three year The first cohort of students matriculated does not include a research methods with a 50% admission rate. The second ms that has been in existence program for full-time working in Fall of 2012. There have been curriculum, and is not primarily preparing cohort began in the fall of 2012 with ough to have graduates. As of practitioners with 24 once-monthly approximately 100 completed graduates for an academic career. The 39 applicants for 20 spots and the third 3 there have been four weekend residences and nine on-line applications in the two cohorts, with goal of the DSW is to create practitioner cohort in 2013 had 54 applicants for ting classes. Eighty percent of the residencies (33 total residences over 43 students in the current program: an experts. Students seek advanced degrees 20 spots. s have completed the program in three years). The modular delivery acceptance rate of 40%. The students based upon their circumstances, desires . Every student is offered the allows for curriculum flexibility and are diverse; almost half of the students and life-dreams. For more details, visit The expectation is that students who unity for a paid TA-ship and there tailors the program to cohort specific are persons of color, with many Latino the Rutgers DSW website: complete the DSW should be able to mphasis in the coursework and needs. Examples of module cluster students and 14 students from out of http://dsw.socialwork.rutgers.edu/. do evidence-based practices and their e mentoring on teaching. Of the topics: Philosophy of Mind/Social state. The average age of these implementation, should be in tes, 20% are teaching full time Science; Emotion-Depression, Anxiety, practitioner-scholars is 42, with an collaborative leadership roles, should be other 35% are teaching part-time Empathy; Therapeutic mechanisms; average 12 years post-Masters work > UNIVERSITY OF able to utilize technology to enhance ols around the country. The DSW Therapeutic Alliance; Attachment and history. Costs per year are $20,000 practice, and to do client-focused tes who teach at Penn consistently Affect Regulation; Reading Seminar; for out of state tuition, and $15,000 TENNESSEE outcome-based research. There are four David Patterson, Endowed Professor in p scores in their course and Writing Workshop. in-state. In terms of financing their practice domains in the DSW program: Mental Health Research and Practice & ons. Although the standing faculty education, there are no TA’s, grants addictions, psychodynamics, cognitive Director - Clinical Doctorate Program ervations about re-starting the This is not like a continuing education or scholarships; however, students are behavior, trauma, prevention, and rogram, they now support it and program where people attend and encouraged to teach part time and intervention methods. The program is The University of Tennessee began ching and mentoring the DSW leave. The intended outcome is to not many do. Students are financing their taught through on-line synchronous and planning in 2010 by doing a market s to be very rewarding. For more have a division between research and DSW through financial aid and loans asynchronous models. Real-time courses analysis of employers in the state and ation visit www.sp2.upenn.edu/ practice. The focus is on teaching (55%); savings (27%); employer make extensive use of interactive video found that there was a strong demand ms/dsw/index.html. practitioners how to produce knowledge reimbursement (12%), and adjunct and instructional media. Students spend from mid-career LCSWs for an advanced with an “n of one.” Students write case teaching (6%). one week each summer on the UT degree that was non-research intensive. studies that frame theory-to-practice, Knoxville campus engaged in intensive In a survey of Tennessee’s LMSW and and evidence-based practice dilemmas In terms of why the students choose the knowledge and skills development. TGERS UNIVERSITY LCSW, a majority expressed interest in derived from actual practice experience. DSW—students are seeking to become oersch, Associate Professor pursuing a practice doctorate in social The goal is for dissemination to occur clinical leaders – staying in practice The DSW students acquire knowledge SW Director work if offered, with the highest interest through traditional publications and and providing supervision; students are that they did not get in their MSW from those who worked in the field on-line. There are also Internet seeking to step back from practice and programs, nor were they able to saw a senior clinical shortage, between six and nine years. There was multi-media projects, placing the to think and write; students desire to explore issues with the same level due to retirement, policy and also interest in a distance learning case study in layers of context. pursue a practice-focused doctorate; of depth. There is not a changes and declines in delivery format and there was perceived and a few seek to teach full time. dissertation required. Rather, e knowledge because it is less to be no competition in terms of other The curriculum focuses on advanced the expectation is the n for the profession to find practice-oriented doctoral level training practice, asking two simple, yet difficult The DSW supports the school by completion of two capstone skilled and knowledgeable in social work. After undergoing a questions: 1) How do social workers bringing in a talented pool of projects that will be nured agency social workers. somewhat onerous approval process, study and understand what it means to > ADVANCED PRACTICE DOCTORATES: WHAT DO THEY MEAN FOR SOCIAL WORK PRACTICE, RESEARCH, AND EDUCATION 12 SWPI-RPT-22014.DSW-Report_Layout 1 1/8/14 2:32 PM Page 13

University of Tennessee Curriculum Comparison WHAT DOES THE MARKETPLA > PERSPECTIVES OF EMPLOYERS Wayne Lindstrom, PhD, Consultant, SocioTech

Wayne Lindstrom, who has had a full career in public and private organizations, in managed care, in national organizations and as a consultant, provided a perspective as someone who has been in the position to hire social workers and to pay for the services of social workers. The social work profession and the services systems that we work in are continually evolving and a strength of the MSW is that it is a terminal degree that affords possible, HMOs had to look to the opportunity to practice in many successive iterations of “right-sizi domains and settings. Our core and to shifting to other markets, publishable. The first capstone project few receiving some support from their must maintain at least four to six hours competencies related to understanding products, and services in order to is a review of the theoretical and employers. Since students are mostly of clinical practice, per week. In terms social systems equip us to design, satisfy shareholders. Throughout empirical literature pertaining to an paying out of pocket, they are highly of future career plans most students plan modify, and navigate new service era of managed care, clinical so intervention, clinical problem, or motivated to have their DSW studies be to remain in their area of practice but delivery systems. workers met the needs for behav population germane to the student’s a highly meaningful experience. to move into more clinical leadership healthcare services quite aptly. area of practice. The second capstone roles. The students are more diverse The situation, that we find ourselves in reports the results of a clinical research Students in the DSW program are than PhD students and are coming from today, is reminiscent of the 1980s when Lindstrom shared a concrete exam study conducted by the student. working in one of four practice domains - 24 states. While the first cohort of healthcare costs were uncontrollably from his career when he was agency-based practice, military practice students was almost all female (90%), escalating and employers were responsible, in the early 1990s, In terms of costs to the students, tuition (active duty, Department of Defense, the second and third cohorts included clamoring for ways to reduce the managing a behavioral healthca for the DSW is not supported, and DSW Veterans Administration), academic 35% and 25% of males respectively. For employee health benefit burden and carve-out for a health plan in Oh students pay an extra distance learning settings, and private practice. In order more information visit www.csw.utk.edu/ were increasingly concerned about the had been purchased by a nation fee. Most students are self-pay, with a to participate in the program, students students/dsw/index.html. impact of these costs on the U.S. global managed care corporation. At th competitive position. Health Maintenance of the purchase, the network of Organizations (HMO) were heralded at behavioral health providers was the time as the way to bring health care exclusively comprised of 1500 costs under control by managing health psychiatrists who were reimburse care utilization, by preventing illness, $125 for an hour of service whic and by keeping enrollees healthy. As included payment for providing health plans became corporate interests, psychotherapy. Subsequent to the HMOs became less concerned about purchase, a new provider netwo these originally stated aims and instead developed that left the network w focused on market dominance, approximately 200 psychiatrists increasing enrollment, and quarterly would primarily provide medicat profits. Once utilization had been management services. Approxim ratcheted down to the maximum extent 1300 master-level clinicians, mos

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University of Tennessee Curriculum Comparison WHAT DOES THE MARKETPLACE WANT & NEED > PERSPECTIVES OF EMPLOYERS Wayne Lindstrom, PhD, Consultant, SocioTech

Wayne Lindstrom, who has had a full career in public and private organizations, in managed care, in national organizations and as a consultant, provided a perspective as someone who has been in the position to hire social workers and to pay for the services of social workers. The social work profession and the services systems that we work in are continually evolving and a strength of the MSW is that it is a terminal degree that affords possible, HMOs had to look to social workers, were added to the the opportunity to practice in many successive iterations of “right-sizing,” network that were reimbursed $55 for domains and settings. Our core and to shifting to other markets, an hour of psychotherapy. MSWs eiving some support from their must maintain at least four to six hours competencies related to understanding products, and services in order to became the discount degree of choice ers. Since students are mostly of clinical practice, per week. In terms social systems equip us to design, satisfy shareholders. Throughout this for this and most other health plans out of pocket, they are highly of future career plans most students plan modify, and navigate new service era of managed care, clinical social across the country. ed to have their DSW studies be to remain in their area of practice but delivery systems. workers met the needs for behavioral y meaningful experience. to move into more clinical leadership healthcare services quite aptly. It wasn’t only psychiatry that was roles. The students are more diverse The situation, that we find ourselves in radically affected by managed care. s in the DSW program are than PhD students and are coming from today, is reminiscent of the 1980s when Lindstrom shared a concrete example The same could be said of psychology. g in one of four practice domains - 24 states. While the first cohort of healthcare costs were uncontrollably from his career when he was Under managed care, network -based practice, military practice students was almost all female (90%), escalating and employers were responsible, in the early 1990s, for development tended to limit the number duty, Department of Defense, the second and third cohorts included clamoring for ways to reduce the managing a behavioral healthcare of psychologists. Since this profession s Administration), academic 35% and 25% of males respectively. For employee health benefit burden and carve-out for a health plan in Ohio that designated a PhD as its terminal , and private practice. In order more information visit www.csw.utk.edu/ were increasingly concerned about the had been purchased by a national practice degree, the cost-benefit cipate in the program, students students/dsw/index.html. impact of these costs on the U.S. global managed care corporation. At the time analysis by managed care was again competitive position. Health Maintenance of the purchase, the network of in favor of the MSW. In addition, the Organizations (HMO) were heralded at behavioral health providers was utilization of psychological testing was the time as the way to bring health care exclusively comprised of 1500 tightly managed, further limiting the costs under control by managing health psychiatrists who were reimbursed scope of psychological services that care utilization, by preventing illness, $125 for an hour of service which managed care was willing to reimburse. and by keeping enrollees healthy. As included payment for providing health plans became corporate interests, psychotherapy. Subsequent to the For many health plans, there is not HMOs became less concerned about purchase, a new provider network was currently parity between social these originally stated aims and instead developed that left the network with work doctoral level practitioners focused on market dominance, approximately 200 psychiatrists who and their counterparts in increasing enrollment, and quarterly would primarily provide medication psychology. Psychologists profits. Once utilization had been management services. Approximately generally command a ratcheted down to the maximum extent 1300 master-level clinicians, mostly higher reimbursement

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have to work harder and longer and are being acquired by health systems of ASWB is to strengthen protection of degree in their Law and/or state make less. But inadequate reimbursement or private equity firms. These will the public by providing support and social work degree must be gran is not the only issue. Many are frustrated become new practice structures that services to the social work regulatory “from a school/program accredi by the barriers to reimbursement posed hold out many of the same promises community to advance safe, competent CSWE.” Seven of these states by managed care service authorization made by HMOs beginning over 30 and ethical practice. (Arkansas, California, Georgia, processes. In response, many are, years ago – to reduce healthcare costs, Louisiana, Maryland, Oklahoma moving to accept “cash only” in order improve the quality of healthcare, and Legal regulation of social work practice Oregon) do not mention either th to avoid insurance requirements and keep people healthy. Whether these establishes minimum competency DSW or PhD degrees. Minnesota either walking away from managed promises are met will depend in part standards to enter practice and provides requires the “graduate degree” t care provider contracts or leaving the on whether the behavioral health and oversight so that the licensed social earned in “social work, accredite payer reimbursement problem with the human service disciplines, including worker maintains safe, competent and CSWE or the Canadian equivale client. Social workers are also social workers, provide the leadership ethical practice. The minimum New Mexico’s regulatory langua beginning to walk away from their necessary to establish and hold requirements encompass Education, states ”at least an MSW.” New Y social work licensure and instead accountable the newly developing usually a BSW or MSW degree from a allows for either a DSW or PhD level by virtue of having a PhD, while pursue the role of “life coaches” or service structures, rather than fall victim CSWE or CASWE accredited school or degree, but requires certain clinic many social work PhDs get reimbursed pastoral counselors. to them later. program; Experience, usually a practicum courses that the Board would rev at the Master’s level. The behavioral experience during education and post according to their rules and regu health leadership within managed care Today, we are again in a rapidly Looking to the future, Dr. Lindstrom was degree experience under supervision; tends to be dominated by psychiatrists changing healthcare marketplace with pessimistic about DSWs as a way for and passing one of the ASWB It seems that at least in these ten and psychologists who tend to believe the implementation of the Patient clinicians to make more money, or to Examinations and a jurisprudence exam. having a DSW or PHD that does that the doctoral level social worker Protection and Affordable Care Act change the marketplace. In thinking require an MSW degree or is no does not have the clinical competency (PPACA). Social workers still provide about the unique qualities of social Thirty-eight states license BSW earned in a CSWE- accredited sc to merit reimbursement beyond what a 75% of the psychotherapy in this work he recommended providing more practitioners and forty states license at program would not be recognize Master’s level clinician receives. country but this may be rapidly integrative joint degree programs to the MSW level upon graduation from these states as meeting the educa changing. We are already experiencing make social workers more marketable an accredited institution. Ten states requirements. So the question is, “Does the marketplace a serious shortage of practitioners across and in this changing landscape. He provide a license for advanced macro want or need doctoral level social work all of the behavioral health disciplines, also cautioned that the profession practice, requiring an MSW degree Social work is now a regulated clinicians?” Lindstrom’s response is an including social work. This is occurring needs to do more about returning to its and at least two years of post-masters profession and regulation is good unequivocal, “No.” There appears, just at the time when demand for roots associated with social change, experience. All 50 states, District of the profession, the individual soc from the presentations at this think tank, services is expected to increase justice, advocacy, and prevention. Columbia, the Virgin Islands and Guam work practitioner and definitely t that Master’s level social work clinicians dramatically due to the expansion of license clinical social workers, requiring public. However, there are conce are advocating for a clinical doctorate insurance coverage to another 40 million an MSW degree and from 2-5 years of and issues that need to be mentio to both upgrade their clinical skills and Americans. To exacerbate conditions > PRACTICE DOCTORATES supervised clinical practice. Despite more acceptance of licen their professional standing. Graduate further, the publicly funded behavioral many loopholes and exemptions schools of social work can certainly health treatment system experienced AND LICENSING Regarding the DSW or PhD degrees, in various state’s regulations, pro Mary Jo Monahan, CEO, Association rush to respond to that demand, but over $4.5 billion dollars in cuts since currently, forty states mention or allow a an analogy to “Swiss cheese regu of Social Work Boards then what? Managed care will not the economic recession of 2008 as doctorate or higher degree than the This means that there are more commensurately rush in to change states have attempted to grapple with MSW for licensure as a clinical or exemptions to the law than inclus Regulators in states, provinces and social work’s favored “discount” status. their respective budget crises. advanced macro practice practitioner. the law and that many practitione jurisdictions throughout North America Ten states specifically require the MSW continue to practice without a lice have determined that the practice of In addition, it is important to This behavioral health treatment social work is so critical to the health, acknowledge that there are many infrastructure was constructed over the welfare and safety of their citizens that social work clinicians that are leaving course of 50 years and is in the process it must be legally regulated. Because traditional private practice. of being eclipsed. With the expectation “protection of the public” is the purpose Reimbursement rates for their services under PPACA that behavioral healthcare of legal regulation, licensing laws have remained stagnant for 30 years is integrated with the rest of healthcare, provide legal recourse to clients who while each year their costs of behavioral health provider organizations are harmed by a licensed practitioner maintaining a private practice continue are merging with Federally Qualified in the delivery of service. The mission to escalate. As a result, each year they Health Centers or becoming FQHCs, or

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work harder and longer and are being acquired by health systems of ASWB is to strengthen protection of degree in their Law and/or state the Many rural areas cannot attract ess. But inadequate reimbursement or private equity firms. These will the public by providing support and social work degree must be granted sufficient licensed social workers at all he only issue. Many are frustrated become new practice structures that services to the social work regulatory “from a school/program accredited by levels to meet the mental health and barriers to reimbursement posed hold out many of the same promises community to advance safe, competent CSWE.” Seven of these states social services needs of the communities. aged care service authorization made by HMOs beginning over 30 and ethical practice. (Arkansas, California, Georgia, Some jurisdictions are exploring ways ses. In response, many are, years ago – to reduce healthcare costs, Louisiana, Maryland, Oklahoma and to certify or regulate allied practitioners to accept “cash only” in order improve the quality of healthcare, and Legal regulation of social work practice Oregon) do not mention either the without social work degrees to provide d insurance requirements and keep people healthy. Whether these establishes minimum competency DSW or PhD degrees. Minnesota the needed social services. This confuses walking away from managed promises are met will depend in part standards to enter practice and provides requires the “graduate degree” to be the public regarding the value of social ovider contracts or leaving the on whether the behavioral health and oversight so that the licensed social earned in “social work, accredited by work licensure, particularly at the eimbursement problem with the human service disciplines, including worker maintains safe, competent and CSWE or the Canadian equivalent.” BSW level. Social workers are also social workers, provide the leadership ethical practice. The minimum New Mexico’s regulatory language ng to walk away from their necessary to establish and hold requirements encompass Education, states ”at least an MSW.” New York From a regulatory viewpoint, there is work licensure and instead accountable the newly developing usually a BSW or MSW degree from a allows for either a DSW or PhD concern about positioning the DSW as the role of “life coaches” or service structures, rather than fall victim CSWE or CASWE accredited school or degree, but requires certain clinical the terminal degree or standard for l counselors. to them later. program; Experience, usually a practicum courses that the Board would review practice as a clinical social worker. experience during education and post according to their rules and regulations. Some may advocate for clinical social we are again in a rapidly Looking to the future, Dr. Lindstrom was degree experience under supervision; workers to be regulated by a separate ng healthcare marketplace with pessimistic about DSWs as a way for and passing one of the ASWB It seems that at least in these ten states, board from non-clinical social workers. lementation of the Patient clinicians to make more money, or to Examinations and a jurisprudence exam. having a DSW or PHD that does not Also, requiring the DSW degree for the on and Affordable Care Act change the marketplace. In thinking require an MSW degree or is not clinical license would severely limit the A). Social workers still provide about the unique qualities of social Thirty-eight states license BSW earned in a CSWE- accredited school/ number of competent social workers who the psychotherapy in this work he recommended providing more practitioners and forty states license at program would not be recognized by would be eligible, thus raising barriers but this may be rapidly integrative joint degree programs to the MSW level upon graduation from these states as meeting the educational to licensure and further diminishing the ng. We are already experiencing make social workers more marketable an accredited institution. Ten states requirements. availability of licensed practitioners. us shortage of practitioners across and in this changing landscape. He provide a license for advanced macro e behavioral health disciplines, also cautioned that the profession practice, requiring an MSW degree Social work is now a regulated Attaining a license is a workforce issue ng social work. This is occurring needs to do more about returning to its and at least two years of post-masters profession and regulation is good for for social workers and for the profession. he time when demand for roots associated with social change, experience. All 50 states, District of the profession, the individual social Changes within the profession, s is expected to increase justice, advocacy, and prevention. Columbia, the Virgin Islands and Guam work practitioner and definitely the especially in education and practice ically due to the expansion of license clinical social workers, requiring public. However, there are concerns standards, definitely have significant ce coverage to another 40 million an MSW degree and from 2-5 years of and issues that need to be mentioned. impacts on the regulation of social work ans. To exacerbate conditions > PRACTICE DOCTORATES supervised clinical practice. Despite more acceptance of licensure, practice. ASWB appreciates the the publicly funded behavioral many loopholes and exemptions remain opportunity to participate in this Think reatment system experienced AND LICENSING Regarding the DSW or PhD degrees, in various state’s regulations, prompting Tank, educate and work together with Mary Jo Monahan, CEO, Association 4.5 billion dollars in cuts since currently, forty states mention or allow a an analogy to “Swiss cheese regulation.” our social work partners in order to of Social Work Boards nomic recession of 2008 as doctorate or higher degree than the This means that there are more develop understanding and come to ave attempted to grapple with MSW for licensure as a clinical or exemptions to the law than inclusions in consensus as needed. Regulators in states, provinces and spective budget crises. advanced macro practice practitioner. the law and that many practitioners jurisdictions throughout North America Ten states specifically require the MSW continue to practice without a license. have determined that the practice of havioral health treatment social work is so critical to the health, ucture was constructed over the welfare and safety of their citizens that of 50 years and is in the process it must be legally regulated. Because g eclipsed. With the expectation “protection of the public” is the purpose PACA that behavioral healthcare of legal regulation, licensing laws rated with the rest of healthcare, provide legal recourse to clients who oral health provider organizations are harmed by a licensed practitioner rging with Federally Qualified in the delivery of service. The mission Centers or becoming FQHCs, or

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terminal degree in social work. Thus » As agencies provide less CONSENSUS & CONUNDRUM far, the DSWs that will emerge are a supervision and professiona miniscule # of social work graduates development, practitioners each year. seek this on their own and p > The value that an Advanced Practice a DSW is one avenue to do Doctorate can have for the social work profession. » Increased status at the > CONUNDRUMS interdisciplinary/interprofessional > There is a need to shrink the table – in case conferences and Research-Practice divide, not other professional endeavors. strengthen it. » Enhanced BSW and MSW practice » How will DSWs and PhDs by having DSW as lead clinicians, collaborate? Who will foste supervisors, and mentors. fter hearing from all of the collaboration? » Enhanced both MSW and BSW presenters, the participants were » What role will DSWs have A education, as advanced assigned to small groups to discuss using research knowledge t practitioners become part of the targeted questions and to identify areas inform practice and in deve educational workforce. where the group had consensus as well new knowledge? » Providing an opportunity in social as to identify where there was a » Is there a need in social wo work to acquire a doctorate, conundrum and additional information After the first round of small groups, being perceived to be the the “practitioner-scholar” – rather than choosing another was needed. The questions considered participants moved to a second group discount degree. DSW a way to achieve this and could add new information to that professional doctorate – thus by six groups were: > Advanced Practice Doctorates in > Is there an organizational hom group’s discussion. Since there was keeping social workers identified > What are the implications of the Social Work can be vehicles for DSW education – should it be overlap in the output from each of the with social work. practice doctorate for the MSW as producing practice-relevant GADE? should it be CSWE? the terminal degree? groups – the following summarizes the knowledge and in for disseminating key areas of consensus and areas > Social work has made considerable research to practice. Positive Outcomes of Advanced Practice Doctorates in Social Work which continue to be conundrums. It strides in establishing its scientific and » There is an explosion of science should be noted that the areas of research base. What effects might to disseminate to practice and consensus and conundrum build on the practice doctorates have on this? DSWs might be a mechanism to issues raised by the participants at the > Discuss the risks and benefits of help this occur. beginning of the think tank. accreditation vs. a set of national » Drawing from the practice guidelines for practice doctoral experience of DSW students, their programs? small scale and case studies, can > What are the market forces for the > CONSENSUS contribute to the production of practice doctorate in social work? > Advanced Practice Doctorates in more practice-based and practice How will the practice doctorate affect Social Work will continue to relevant knowledge. public perceptions of the profession emerge — “the train has already > There should be a balance between and perceptions of government left the station.” innovation and guidelines agencies, payers, & employers? » Demand is represented by the » Accreditation might be down the > Discuss the potential issues of number of students ready and road, but not now. competition for funding within social willing to invest in acquiring an » Might consider a tiered process of work and competition among social Advanced Practice Doctorate in starting with minimal guidelines. work and other disciplines for pursuing Social Work. » Some type of capstone project practice-focused doctoral education? » DSWs might have enhanced that integrates theory, research > What are the expectations and status in the practice community and practice should be required. outcomes for graduates of practice and help social workers compete > MSW, for now, and perhaps well doctoral programs? for higher level jobs rather than into the future, will be considered a

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terminal degree in social work. Thus » As agencies provide less > Are some regions going to see ONSENSUS & CONUNDRUM far, the DSWs that will emerge are a supervision and professional more of a move to DSWs because miniscule # of social work graduates development, practitioners must of the differing markets for clinical each year. seek this on their own and pursing practice – e.g., the New York City > The value that an Advanced Practice a DSW is one avenue to do so. area where competition among Doctorate can have for the social clinicians is very high? work profession. > Concern about financing DSW » Increased status at the > CONUNDRUMS education: Will persons pursuing a interdisciplinary/interprofessional > There is a need to shrink the DSW degree acquire more table – in case conferences and Research-Practice divide, not educational debt? Will increased other professional endeavors. strengthen it. pay and reimbursement rates » Enhanced BSW and MSW practice » How will DSWs and PhDs potentially off-set the increased cost by having DSW as lead clinicians, collaborate? Who will foster this of education? supervisors, and mentors. > Need to focus on expected outcomes collaboration? » Enhanced both MSW and BSW of DSWs. What are the outcomes » What role will DSWs have in education, as advanced using research knowledge to that will be important for the DSW to practitioners become part of the inform practice and in developing be valued? educational workforce. new knowledge? > Not clear if DSWs will get paid more » Providing an opportunity in social » Is there a need in social work for than MSWs – not necessarily work to acquire a doctorate, e first round of small groups, being perceived to be the the “practitioner-scholar” – is the happening now. rather than choosing another pants moved to a second group discount degree. DSW a way to achieve this? » What do we need to learn uld add new information to that professional doctorate – thus > Advanced Practice Doctorates in > Is there an organizational home for from payers? discussion. Since there was keeping social workers identified Social Work can be vehicles for DSW education – should it be » What outcomes information do in the output from each of the with social work. producing practice-relevant GADE? should it be CSWE? we need to provide to payers? – the following summarizes the knowledge and in for disseminating > Is it feasible to get a professional as of consensus and areas research to practice. Positive Outcomes of Advanced Practice Doctorates in Social Work practice PhD in social work, (e.g., continue to be conundrums. It » There is an explosion of science Smith College) or must/should it be noted that the areas of to disseminate to practice and be a DSW? sus and conundrum build on the DSWs might be a mechanism to > Will Advanced Practice Doctorates aised by the participants at the help this occur. in Social Work emerge in areas ng of the think tank. » Drawing from the practice beyond clinical practice? experience of DSW students, their » Rutgers is in the planning stage small scale and case studies, can for a track in management. ONSENSUS contribute to the production of » Should we have a big tent and anced Practice Doctorates in more practice-based and practice use the term Advanced Practice, al Work will continue to relevant knowledge. rather than Clinical? rge — “the train has already > There should be a balance between > Is this a good time to expand the he station.” innovation and guidelines offering of DSWs when competition emand is represented by the » Accreditation might be down the is tight among professions; funding is umber of students ready and road, but not now. tight for grants and to support illing to invest in acquiring an » Might consider a tiered process of professional development and dvanced Practice Doctorate in starting with minimal guidelines. professional education, and ocial Work. » Some type of capstone project funding is tight to pay clinicians SWs might have enhanced that integrates theory, research at increased rates? atus in the practice community and practice should be required. nd help social workers compete > MSW, for now, and perhaps well r higher level jobs rather than into the future, will be considered a

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> SUMMARY provided an opportunity to explo RECOMMENDED NEXT STEPS Convening representatives from practice, similarities and differences amon legal regulation, education and research programs as well as how they m > Determine process for developing provided a valuable venue to better distinguished from PhD programs guidelines that set broad parameters, understand the emergence of Advanced social work. The role that DSWs phase in standards, and do not stifle Practice Doctorates in Social Work. The have in both knowledge develop innovation. lessons learned from psychology, nursing and knowledge transfer was des » Clarify who will take the lead in and occupational therapy regarding and the ability of the DSWs prog such a process and issues of their own efforts to launch practice to attract a diverse pool of studen accountability. doctorates were instructive. It highlighted an important marker. There is a c » Consider at what point full the roles that outside forces (for example, interest in shrinking the research-p guidelines, like the GADE Quality Institute of Medicine reports), knowledge divide as well. It is clear from this Guidelines should be developed development, practice changes and conversation and from discussion and by whom. practice specializations have had in deans and directors in social wo » Consider at what point accreditation their own evolutions. Hearing in detail there will be more Advanced Pra of programs might be pursued. from three of the current DSW programs programs emerging over the nex

THOUGHTFULLY EXAMINE, STUDY AND REPORT ON OUTCOMES AND RESULTS > Create mechanisms to continually monitor and assess status. > Continue to look at cost-benefit of DSW. CONTINUE DIALOGUE AND REACH » Engage federal agencies, e.g., > Continue to look at impact of DSW OUT TO ADDITIONAL STAKEHOLDERS Centers for Medicare and growth on commitment to the MSW > Continue trans-social work Medicaid Services (CMS) that set as a terminal degree. discussions/dialogue about standards for reimbursement and > Examine the impact DSW program emergence of Advanced Practice definitions of social work in development might have on Doctorates in Social Work different health care settings as advanced practice credentials (BCD, » Continue conversation through the well as SAMHSA, ACF, HRSA, NASW Credentials) and licensing. Leadership Roundtable. Administration on Community > Explore reasons for high interest level > Encourage discussion through Living – that fund services that and attraction of social workers of dialogues between NASW chapters social workers provide in public color to pursue Advanced Practice and social work education programs. and private agencies as well as Doctorates in Social Work. What can > Promote future conversations that the Department of Veterans Affairs be learned not just in terms of DSW include the voice of students who are which is the largest employer of programs, but what can be transferred pursuing advanced practice social workers in the country. to attracting additional students of doctorates. color to the profession overall. > Broaden discussion to engage SUPPORT INNOVATION WHILE > Create scholarship about Advanced additional stakeholders. CONSIDERING GUIDELINES AND Practice Doctorates in Social Work. » Agencies and organizations that STANDARDS » Pursue special issue or section in hire social workers and that pay > Continue to define and differentiate high impact social work journals for social work services (American levels of social work practice and (e.g., NASW journals). Public Human Services Association, their expectations and competencies » Develop a process to disseminate child welfare workers, etc.,) – BSW, MSW, Advanced Practice outcomes from both PhD and » Include in discussions those who MSW, DSW, PhD. DSW dissertations and capstone provide non-traditional social work > Track growth and development of projects to inform the profession. education (e.g., Walden, Capella). programs and their common and unique characteristics.

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> SUMMARY provided an opportunity to explore the several years – some with a clinical focus RECOMMENDED NEXT STEPS Convening representatives from practice, similarities and differences among these and others with a more administrative legal regulation, education and research programs as well as how they might be or management focus. Across the > Determine process for developing provided a valuable venue to better distinguished from PhD programs in profession there needs to be efforts to guidelines that set broad parameters, understand the emergence of Advanced social work. The role that DSWs can track these developments, to examine phase in standards, and do not stifle Practice Doctorates in Social Work. The have in both knowledge development what kind of guidelines would be innovation. lessons learned from psychology, nursing and knowledge transfer was described, useful, to develop scholarship about the » Clarify who will take the lead in and occupational therapy regarding and the ability of the DSWs programs programs and their outcomes (including such a process and issues of their own efforts to launch practice to attract a diverse pool of students was the career trajectories of graduates) accountability. doctorates were instructive. It highlighted an important marker. There is a clear and to engage the academic and » Consider at what point full the roles that outside forces (for example, interest in shrinking the research-practice practice communities, including guidelines, like the GADE Quality Institute of Medicine reports), knowledge divide as well. It is clear from this employers and payers, in on-going Guidelines should be developed development, practice changes and conversation and from discussions with conversations about how we can and by whom. practice specializations have had in deans and directors in social work that ensure that the social work profession » Consider at what point accreditation their own evolutions. Hearing in detail there will be more Advanced Practice is the best that it can be. of programs might be pursued. from three of the current DSW programs programs emerging over the next

THOUGHTFULLY EXAMINE, STUDY AND REPORT ON OUTCOMES AND RESULTS > Create mechanisms to continually monitor and assess status. > Continue to look at cost-benefit of DSW. ngage federal agencies, e.g., > Continue to look at impact of DSW enters for Medicare and growth on commitment to the MSW Medicaid Services (CMS) that set as a terminal degree. andards for reimbursement and > Examine the impact DSW program efinitions of social work in development might have on fferent health care settings as advanced practice credentials (BCD, ell as SAMHSA, ACF, HRSA, NASW Credentials) and licensing. dministration on Community > Explore reasons for high interest level ving – that fund services that and attraction of social workers of ocial workers provide in public color to pursue Advanced Practice nd private agencies as well as Doctorates in Social Work. What can e Department of Veterans Affairs be learned not just in terms of DSW hich is the largest employer of programs, but what can be transferred ocial workers in the country. to attracting additional students of

color to the profession overall. RT INNOVATION WHILE > Create scholarship about Advanced DERING GUIDELINES AND Practice Doctorates in Social Work. ARDS » Pursue special issue or section in inue to define and differentiate high impact social work journals s of social work practice and (e.g., NASW journals). expectations and competencies » Develop a process to disseminate W, MSW, Advanced Practice outcomes from both PhD and W, DSW, PhD. DSW dissertations and capstone k growth and development of projects to inform the profession. rams and their common and ue characteristics.

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REFERENCES

American Association of Colleges of Nursing. (2006). Essentials of Edwards, R. (2011). The Doctorate in Social Work (DSW) Degree: Doctoral Education for Advanced Practice Nursing. Retrieved from Emergence of a New Practice Doctorate, Report of the Task Force www.aacn.nche.edu/publications/position/DNPEssentials.pdf. on the DSW Degree Convened by the Social Work Leadership Forum. Retrieved from www.cswe.org/File.aspx?id=59954. American Physical Therapy Association. (2013). FAQ: Post Professional DPT (transition) - 7/23/13. Retrieved from Mendenhall, A.N. (2007). Switching hats: Transitioning from www.apta.org/PostprofessionalDegree/TransitionDPTFAQs. the role of clinician to the role of researcher in social work doctoral education, AN, Journal of Teaching in Social Work 27 American Psychological Association. (2011). Commission on (3-4), 273-290. Accreditation 2011 Annual Report On-Line. Retrieved from www.apa.org/ed/accreditation/about/research/2011- National Academy of Science. (2005). Advancing the doctoral-summary.pdf. Nation’s Health Needs: NIH Research Training Programs. Washington, DC: Author. Anastas, J. (2012). Doctoral Education in Social Work. New York: Oxford University Press. National Center for Education Statistics. (2008). Integrated Postsecondary Education Data System: Proposed Changes to IPEDS Association of Schools of Allied Health Professions. (n.d.) FORMS 2008-09 – 2010-11. Retrieved from: http://nces.ed.gov/ Descriptive differentiation of clinical doctorates: Position statement ipeds/news_room/ana_Changes_to_1_ 29_2008.asp. of the Association of Schools of Allied Health Professions. (ASAHP) Retrieved from www.asahp.org/position_papers.htm (September 15, 2013).

OTHER RESOURCES

Anastas, J. & Videka, S. (2012). Does social work need a Berzoff, J. & Drisko, J. (2013). The Academy’s Responsibility for “practice doctorate”? Clinical Social Work Journal. 40, Preparing 21st Century Clinical Social Work Practitioners. Paper 268-176, DOI 10.1007/s10615-012-0392-3. presented at the 2013 GADE meeting, Richmond, VA.

Association of Specialized and Professional Accreditors. (2008). Council of Graduate Schools. (2008). Report on the Task Force on Statement on Professional Doctorates. www.paeaonline.org/ the Professional Doctorate, www.cgsnet.org/task-force- index.php?ht=a/Get DocumentAction/i/68604. professional-doctorate.

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1>AGENDA

MONDAY, SEPTEMBER 23, 2013 5:30 REGISTRATION, RECEPTION AND DINNER

INTRODUCTIONS, SETTING THE STAGE, GOALS FOR THE SYMPOSIUM Joan Levy Zlotnik, NASW 10:45 Angelo McClain, NASW 11:00 ADVANCED PRACTICE DOCTORATES – PERSPECTIVES FROM THE HOST APPENDIX ORGANIZATIONS Mary Jo Monahan (ASWB), Peggy Munke (BPD), Darla Spence Coffey (CSWE), Theresa Early (GADE), James Herbert Williams (NADD), Angelo McClain (NASW), 1 > AGENDA 12:00 Edwina Uehara (St. Louis Group), Jeanne Marsh (SSWR) 2> PARTICIPANT LIST 9:00 ADJOURN

3> SPEAKER BIOGRAPHIES TUESDAY, SEPTEMBER 24, 2013 8:30 REGISTRATION/CONTINENTAL BREAKFAST

8:45 WELCOME/OVERVIEW AND REVIEW OF 12:45 THE GOALS FOR THE DAY 1:15 9:00 PRACTICE DOCTORATES IN SOCIAL WORK – INDICATORS FROM A NATIONAL SURVEY OF DOCTORAL STUDENTS Jeane Anastas, NASW & New York University

9:15 PRACTICE DOCTORATES IN SOCIAL WORK – HOW DO THEY FIT WITH OUR PRACTICE & RESEARCH MISSIONS Karen Sowers, University of Tennessee 2:30 Jeanne Marsh, University of Chicago & SSWR 2:45 Moderator, Jeane Anastas, NASW 3:45 9:45 WHAT CAN WE LEARN FROM OTHER DISCIPLINES THAT HAVE LAUNCHED PRACTICE DOCTORATES - VIEWS FROM PSYCHOLOGY, NURSING AND 4:30 OCCUPATIONAL THERAPY?

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1>AGENDA Cynthia Belar, American Psychological Association Polly Bednash, American Association of MONDAY, SEPTEMBER 23, 2013 Colleges of Nursing 5:30 REGISTRATION, RECEPTION AND DINNER Neil Harvison, American Occupational Therapy Association INTRODUCTIONS, SETTING THE STAGE, Moderator, Darla Spence Coffey, CSWE GOALS FOR THE SYMPOSIUM Joan Levy Zlotnik, NASW 10:45 BREAK Angelo McClain, NASW 11:00 OVERVIEW OF PRACTICE DOCTORAL ADVANCED PRACTICE DOCTORATES – PROGRAMS IN SOCIAL WORK PERSPECTIVES FROM THE HOST Lina Hartocollis, University of Pennsylvania NDIX ORGANIZATIONS Jerry Floersch, Rutgers University Mary Jo Monahan (ASWB), Peggy Munke David Patterson, University of Tennessee (BPD), Darla Spence Coffey (CSWE), Moderator, Theresa Early, GADE Theresa Early (GADE), James Herbert Williams (NADD), Angelo McClain (NASW), AGENDA 12:00 WHAT DOES THE MARKETPLACE WANT? Edwina Uehara (St. Louis Group), Jeanne Moderator, James Herbert Williams, NADD Marsh (SSWR) PARTICIPANT LIST Are social work practice doctorates attractive 9:00 ADJOURN to employers? Wayne Lindstrom, SocioTech SPEAKER BIOGRAPHIES TUESDAY, SEPTEMBER 24, 2013 Practice Doctorates and Licensing 8:30 REGISTRATION/CONTINENTAL BREAKFAST Mary Jo Monahan, ASWB

8:45 WELCOME/OVERVIEW AND REVIEW OF 12:45 LUNCH THE GOALS FOR THE DAY 1:15 WORKING GROUPS USING A WORLD 9:00 PRACTICE DOCTORATES IN SOCIAL CAFÉ PROCESS WORK – INDICATORS FROM A NATIONAL WORKING GROUP FACILITATORS SURVEY OF DOCTORAL STUDENTS James Herbert Williams Jeane Anastas, NASW & New York Mary Jo Monahan University Eddie Uehara Peggy Munke 9:15 PRACTICE DOCTORATES IN SOCIAL Darla Spence Coffey WORK – HOW DO THEY FIT WITH OUR Jeane Anastas PRACTICE & RESEARCH MISSIONS Karen Sowers, University of Tennessee 2:30 MOVE TO 2ND GROUP FOR WORLD CAFÉ Jeanne Marsh, University of Chicago & SSWR 2:45 WORK GROUP REPORTS Moderator, Jeane Anastas, NASW 3:45 DEVELOPING PRIORITIES AND ACTION 9:45 WHAT CAN WE LEARN FROM OTHER AGENDA AND IDENTIFYING NEXT DISCIPLINES THAT HAVE LAUNCHED STEPS PRACTICE DOCTORATES - VIEWS FROM PSYCHOLOGY, NURSING AND 4:30 ADJOURN OCCUPATIONAL THERAPY?

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David Patterson, PhD Wesley T. Church II, PhD, LGSW Donna Harrington, PhD Geraldine Meeks, MSW, PhD College of Social Work School of Social Work School of Social Work Council on Social Work Education The University of Tennessee, Knoxville University of Alabama University of Maryland Alexandria, VA Knoxville, TN Tuscaloosa, AL Baltimore, MD Kelsey Nepote, MSW Karen Sowers, PhD Darla Spence Coffey, PhD, MSW* Jennifer Henkel, LCSW National Association of Social Work College of Social Work Council on Social Work Education Association of Social Work Boards Washington, DC The University of Tennessee, Knoxville Alexandria, VA Culpeper, VA Knoxville, TN Chris Petr, PhD Kenneth Curl, MSW Elizabeth Hoffler, MSW School of Social Welfare Substance Abuse and Mental Health National Association of Social Workers University of Kansas PARTICIPANTS Services Administration Washington, DC Lawrence, KS James (Ike) Adams, PhD Rockville, MD College of Social Work Jessica Holmes, MSW Peggy Pittman Munke, PhD* University of Kentucky Mike Daley, PhD, LCSW PIP, ACSW Council on Social Work Education Association of Baccalaureate Social Work Lexington, KY University of Southern Alabama Alexandria, VA Program Directors & 2>PARTICIPANT LIST Mobile, AL Murray State University Jeane Anastas, PhD* Dwight Hymans, LCSW Murray, KY SPEAKERS National Association of Social Workers & Peter Delany, PhD, LCSW-C Association of Social Work Boards Substance Abuse and Mental Health Culpeper, VA Cathryn C. Potter, PhD Geraldine “Polly” Bednash, PhD, RN, FAAN Silver School of Social Work Services Administration School of Social Work American Association of Colleges of Nursing New York University Rockville, MD Catheleen Jordan, PhD, MSSW Rutgers University Washington, DC New York, NY School of Social Work New Brunswick, NJ Michelle Dillard, QCSW, LCSW-C University of Texas at Arlington Cynthia Belar, PhD Robert Arnold, MPS School of Social Work Arlington, TX Jo Ann Regan, PhD, MSW American Psychological Association National Association of Social Workers Rutgers University Council on Social Work Education Washington, DC Foundation Washington, DC New Brunswick, NJ Wynne Korr, PhD Alexandria, VA School of Social Work Jerry Floersch, PhD James Drisko, PhD, LICSW University of Illinois at Urbana-Champaign Jack Richman, PhD, MSW School of Social Work David Berns, MSW, MPA School for Social Work Urbana, IL School of Social Work Rutgers University The District of Columbia Smith College University of North Carolina New Brunswick, NJ Department of Human Services Washington, DC Northampton, MA Elizabeth Lightfoot, PhD Chapel Hill, NC School of Social Work Lina Hartocollis, PhD Theresa Early, PhD* University of Minnesota Barbara Shank, PhD School of Social Policy and Practice Beverly Black, PhD, MSSW School of Social Work St. Paul, MN Council on Social Work Education & University of Pennsylvania School of Social Work The Ohio State University School of Social Work Philadelphia, PA University of Texas at Arlington Arlington, TX Columbus, OH James Lubben, DSW, MPH University of St. Thomas School of Social Work St. Paul, MN Neil Harvison, PhD, OTR/L, FOATA Kathleen Farkas, PhD, AM Boston College American OT Association Karlynn BrintzenhofeSzoc, PhD, MSW, Mandel School of Applied Social Sciences Chestnut Hill, MA Barbara Solt, PhD, LICSW Bethesda, MD LCSW-C National Catholic School of Social Service Case Western Reserve University Social Work Consultant Cleveland, OH Susan Mason, PhD, LCSW Cheverly, MD Wayne Lindstrom, PhD Catholic University of America Wurzweiler School of Social Work SocioTech Washington, DC Michael Francum, MSW Yeshiva University Danielle Spears, BSBA Alexandria, VA Denise Capaci, LICSW, LCSW-C NASW DC Metro Chapter New York, NY National Association of Social Work Washington, DC Foundation Jeanne C. Marsh, PhD* Catholic Charities Angelo McClain, PhD, LICSW Washington, DC Society for Social Work & Research & Washington, DC Greg Gersch National Association of Social Workers University of Chicago Graphic Facilitator Washington, DC Linda Spears Chicago, IL Vitali Chamov, MA Council on Social Work Education Takoma Park, MD Child Welfare League of America Steve McMurtry, PhD Washington, DC Mary Jo Monahan, LCSW Washington, DC Grover (Cleve) Gilmore, PhD Helen Bader School of Social Welfare Association of Social Work Boards Mandel School of Applied Social Sciences University of Wisconsin-Milwaukee Culpeper, VA Case Western Reserve University Milwaukee, WI Cleveland, OH

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atterson, PhD Wesley T. Church II, PhD, LGSW Donna Harrington, PhD Geraldine Meeks, MSW, PhD Carol Tosone, PhD of Social Work School of Social Work School of Social Work Council on Social Work Education New York University versity of Tennessee, Knoxville University of Alabama University of Maryland Alexandria, VA Silver School of Social Work e, TN Tuscaloosa, AL Baltimore, MD New York, NY Kelsey Nepote, MSW owers, PhD Darla Spence Coffey, PhD, MSW* Jennifer Henkel, LCSW National Association of Social Workers Edwina (Eddie) Uehara, PhD of Social Work Council on Social Work Education Association of Social Work Boards Washington, DC St. Lous Group & School of Social Work versity of Tennessee, Knoxville Alexandria, VA Culpeper, VA University of Washington e, TN Chris Petr, PhD Seattle, WA Kenneth Curl, MSW Elizabeth Hoffler, MSW School of Social Welfare Substance Abuse and Mental Health National Association of Social Workers University of Kansas Lynn Videka, PhD CIPANTS Services Administration Washington, DC Lawrence, KS Silver School of Social Work ke) Adams, PhD Rockville, MD New York University of Social Work Jessica Holmes, MSW Peggy Pittman Munke, PhD* New York, NY ty of Kentucky Mike Daley, PhD, LCSW PIP, ACSW Council on Social Work Education Association of Baccalaureate Social Work n, KY University of Southern Alabama Alexandria, VA Program Directors & Cheryl Waites, EdD, MSW Mobile, AL Murray State University School of Social Work nastas, PhD* Dwight Hymans, LCSW Murray, KY Wayne State University l Association of Social Workers & Peter Delany, PhD, LCSW-C Association of Social Work Boards Detroit, MI Substance Abuse and Mental Health Culpeper, VA Cathryn C. Potter, PhD chool of Social Work Services Administration School of Social Work Randi Walters, PhD, MSW rk University Rockville, MD Catheleen Jordan, PhD, MSSW Rutgers University Department of Health and Human Services N rk, NY School of Social Work New Brunswick, NJ Washington, DC Michelle Dillard, QCSW, LCSW-C University of Texas at Arlington Arnold, MPS School of Social Work Arlington, TX Jo Ann Regan, PhD, MSW Carmen Weisner, LCSW, ACSW l Association of Social Workers Rutgers University Council on Social Work Education NASW Louisiana Chapter ion gton, DC New Brunswick, NJ Wynne Korr, PhD Alexandria, VA Baton Rogue, LA School of Social Work

erns, MSW, MPA James Drisko, PhD, LICSW University of Illinois at Urbana-Champaign Jack Richman, PhD, MSW Tracy Whitaker, DSW, ACSW School for Social Work Urbana, IL School of Social Work National Association of Social Workers rict of Columbia Smith College University of North Carolina Washington, DC D ment of Human Services gton, DC Northampton, MA Elizabeth Lightfoot, PhD Chapel Hill, NC School of Social Work James Herbert Williams, PhD*

Theresa Early, PhD* University of Minnesota Barbara Shank, PhD National Association of Deans and Black, PhD, MSSW School of Social Work St. Paul, MN Council on Social Work Education & Directors of Schools of Social Work & of Social Work The Ohio State University School of Social Work School of Social Work University of Denver ty of Texas at Arlington n, TX Columbus, OH James Lubben, DSW, MPH University of St. Thomas Denver, CO School of Social Work St. Paul, MN

Kathleen Farkas, PhD, AM Boston College Bernadette Winters, PhD, LCSW BrintzenhofeSzoc, PhD, MSW, Mandel School of Applied Social Sciences Chestnut Hill, MA Barbara Solt, PhD, LICSW Virgina Board of Social Work

l Catholic School of Social Service Case Western Reserve University Social Work Consultant Richmond, VA Cleveland, OH Susan Mason, PhD, LCSW Cheverly, MD c University of America gton, DC Wurzweiler School of Social Work Joan Levy Zlotnik, PhD, ACSW* Michael Francum, MSW Yeshiva University Danielle Spears, BSBA Social Work Policy Institute Capaci, LICSW, LCSW-C NASW DC Metro Chapter New York, NY National Association of Social Workers National Association of Social Workers Washington, DC Foundation Foundation c Charities Angelo McClain, PhD, LICSW Washington, DC Washington, DC gton, DC Greg Gersch National Association of Social Workers

Graphic Facilitator Washington, DC Linda Spears * Planning Committee Member hamov, MA on Social Work Education Takoma Park, MD Child Welfare League of America Steve McMurtry, PhD Washington, DC gton, DC Grover (Cleve) Gilmore, PhD Helen Bader School of Social Welfare

Mandel School of Applied Social Sciences University of Wisconsin-Milwaukee Case Western Reserve University Milwaukee, WI Cleveland, OH

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Geraldine “Polly” Bednash, PhD, RN, FAAN, was appointed Jerry Floersch, PhD, Associate Professor, Director of DSW, Rutgers Wayne Linds executive director of the American Association of Colleges of University School of Social Work, is a 1998 doctoral graduate of more than 4 Nursing (AACN) in December 1989. In her role as Chief Executive the University of Chicago School of Social Service Administration. fields is the i Officer, Dr. Bednash oversees the educational, research, He is the author of Meds, Money, and Manners: The Case America. Dr governmental affairs, publications, and other programs of the Management of Severe Mental Illness, published by Columbia of Crossroad organization that is the national voice for baccalaureate and University Press (2002) and a recent NIMH K08 recipient health care o graduate-degree education programs in nursing – the nation’s (2004-2009) for training in and development of qualitative Mentor, Ohi largest health care profession. Representing more than 690 methods to study youth subjective experience of psychotropic founded and member schools of nursing at public and private institutions treatment. His new book, with Jeffrey Longhofer and Paul Kubek, consulting fi nationwide, AACN is the only national organization dedicated On Having and Being a Case Manager, builds on earlier work in performance exclusively to furthering nursing education in America’s universities this field by exploring a clinical method for case management was respons and four-year colleges. practice. He is currently conducting a multisite study of college health mana student use of psychiatric medications. He has a new co-authored variety of ot Dr. Bednash currently serves as the chair of the Nursing Alliance book (2013) with Oxford University Press: Qualitative Methods for state authori for Quality Care, as a member of the Sullivan Alliance to Practice Research. treatment se 3>SPEAKER BIOGRAPHIES Transform the Health Professions and is a member of the Quality Force, Dr. Li Alliance Steering Committee. Additionally, she has been appointed Lina Hartocollis, PhD, is Associate Dean for Student Affairs and outpatient dr to the Secretary’s Academic Affiliations Council of the Veteran’s Director of the Clinical Doctorate in Social Work (DSW) Program personnel an Jeane W. Anastas, PhD, LMSW, is a professor at the New York Administration. She has served on multiple boards and at the School of Social Policy & Practice. She has been at Penn Reserve Univ University, Silver School of Social Work, and is highly regarded in commissions including the board of the Friends of the National since 1997, where in addition to her administrative responsibilities, of Pittsburgh the field of social work doctoral education and research. Dr. Library of Medicine and the advisory board for the National she has taught courses on foundation social work practice, Green State Anastas is also President of the Board of Directors of the National Coalition of Ethnic Minority Nursing Associations scholars advanced clinical social work practice, social work practice with Association of Social Workers (NASW). Dr. Anastas has been a development project, and the advisory board for the National children and adolescents, and mental health diagnosis. Before Jeanne C. M long-standing and active member in NASW. She served as Center for the Analysis of Health Care Data. Her publications and coming to Penn, Dr. Hartocollis taught courses on clinical social Distinguished President of the Massachusetts Chapter of NASW, and was named research presentations cover a range of critical issues in nursing work practice, human behavior, and social theory in the Masters Social Servic the Chapter’s Social Worker of the Year in 1995. education, research, clinical practice, and legislative policy. of Social Work programs at Smith College and Bryn Mawr College. (Social Work Before she began devoting all of her energies to higher education University of Dr. Anastas has published extensively in the areas of women’s Cynthia D. Belar, PhD, is Executive Director of APA’s Education administration and teaching, Dr. Hartocollis was a practicing fellowship a issues, LGBT rights, mental health, and social work education, Directorate. As executive director of the American Psychological psychotherapist, providing therapy to children, adults, couples and University of including the recently published Teaching in Social Work: Theory Association’s ate, Cynthia D. Belar, PhD, leads the association’s families. Her scholarly and practice interests include mental health Center for H and Practice for Educators and the forthcoming Doctoral Education efforts to advance the teaching of psychology at all levels, prepare diagnosis, psychological trauma and dissociative disorders. practice rese in Social Work. psychologists for diverse careers and apply psychology to (1988-98, 2 education. She was appointed to this post in 2000. Neil Harvison, PhD, is the Chief Officer for Academic and Member (19 Dr. Anastas previously served on the Board of Directors of the Scientific Affairs at the American Occupational Therapy President, So Institute for the Advancement of Social Work Research and the Belar is also professor emerita at the University of Florida Health Association (AOTA). He holds a BS in occupational therapy from she has wor Society for Social Work and Research. Dr. Anastas has served as Science Center, where from 1974 to 1983 and 1990 to 2000, the University of Queensland and a MA and PhD from the work organiz NASW’s Chair of the National Committee on Lesbian, Gay, she directed the clinical psychology doctoral and internship Steinhardt School of Education at New York University. Neil spent Processes in Bisexual, and Transgender Issues, Chair of the National Committee programs. She also developed clinical service and education and over 20 years as a practitioner and hospital administrator in New Multiple Serv on Women’s Issues, and as a member of the National Committee training tracks in clinical health psychology at the doctoral, York City. During this period he held clinical faculty appointments Women and on Nominations and Leadership Identification. She was named a internship and postdoctoral levels. Belar’s research focused on at the Mount Sinai School of Medicine; Columbia University and Relevant pub Council on Social Work Education (CSWE) Visiting Scholar for pain, applied psychophysiology and reproductive endocrinology. Mercy College. Prior to joining AOTA Neil was active as volunteer Decisions (M academic years 2006–2007, and received CSWE’s Greatest From 1983 to 1990, she served as chief psychologist and clinical in AOTA and served on the ACOTE Council and as chair of the Impact of Cl Recent Contribution to Social Work Education Award in 2007. director of behavioral medicine at the Kaiser Permanente Medical doctoral accreditation standards committee. Neil is currently Systematic R Dr. Anastas was elected to the National Academies of Practice in Care Program in Los Angeles, where she also maintained an serving as the Chair of the Board of Directors of the Association of Health Servi Health Care in 2007. independent practice. Specialized and Professional Accreditors (aka ASPA). ASPA is the 2013; Cao, social outcom She received her BLS in social work from Boston University, her national association representing the 65 specialized and professional accrediting agencies in the USA. substance ab MSW from Boston College, and her PhD from Brandeis University. Alcohol Abu She is a member of the Academy of Certified Social Workers.

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Geraldine “Polly” Bednash, PhD, RN, FAAN, was appointed Jerry Floersch, PhD, Associate Professor, Director of DSW, Rutgers Wayne Lindstrom, PhD, MSW, a behavioral health executive with executive director of the American Association of Colleges of University School of Social Work, is a 1998 doctoral graduate of more than 40 years of experience in the for-profit and not-for-profit Nursing (AACN) in December 1989. In her role as Chief Executive the University of Chicago School of Social Service Administration. fields is the immediate past president and CEO of Mental Health Officer, Dr. Bednash oversees the educational, research, He is the author of Meds, Money, and Manners: The Case America. Dr. Lindstrom previously served as chief executive officer governmental affairs, publications, and other programs of the Management of Severe Mental Illness, published by Columbia of Crossroads, a comprehensive community-based behavioral organization that is the national voice for baccalaureate and University Press (2002) and a recent NIMH K08 recipient health care organization serving children, youth and families in graduate-degree education programs in nursing – the nation’s (2004-2009) for training in and development of qualitative Mentor, Ohio. Prior to his work with Crossroads, Lindstrom largest health care profession. Representing more than 690 methods to study youth subjective experience of psychotropic founded and was president of SocioTech, an organizational member schools of nursing at public and private institutions treatment. His new book, with Jeffrey Longhofer and Paul Kubek, consulting firm that specialized in transforming and enhancing the nationwide, AACN is the only national organization dedicated On Having and Being a Case Manager, builds on earlier work in performance of not-for-profit organizations. Earlier in his career, he exclusively to furthering nursing education in America’s universities this field by exploring a clinical method for case management was responsible for managing public and private behavioral and four-year colleges. practice. He is currently conducting a multisite study of college health managed care programs for United Health Care and a student use of psychiatric medications. He has a new co-authored variety of other health care plans, and directing Ohio’s single Dr. Bednash currently serves as the chair of the Nursing Alliance book (2013) with Oxford University Press: Qualitative Methods for state authority for alcoholism and drug use prevention and for Quality Care, as a member of the Sullivan Alliance to Practice Research. treatment services. During his service in the United States Air Transform the Health Professions and is a member of the Quality Force, Dr. Lindstrom planned, implemented and directed an Alliance Steering Committee. Additionally, she has been appointed Lina Hartocollis, PhD, is Associate Dean for Student Affairs and outpatient drug treatment program for Vietnam-era active duty to the Secretary’s Academic Affiliations Council of the Veteran’s Director of the Clinical Doctorate in Social Work (DSW) Program personnel and their families. He holds a PhD from Case Western ew York Administration. She has served on multiple boards and at the School of Social Policy & Practice. She has been at Penn Reserve University and a Master in Social Work from the University regarded in commissions including the board of the Friends of the National since 1997, where in addition to her administrative responsibilities, of Pittsburgh. He received his undergraduate degree from Bowling h. Dr. Library of Medicine and the advisory board for the National she has taught courses on foundation social work practice, Green State University. e National Coalition of Ethnic Minority Nursing Associations scholars advanced clinical social work practice, social work practice with as been a development project, and the advisory board for the National children and adolescents, and mental health diagnosis. Before Jeanne C. Marsh, PhD, MSW, is the George Herbert Jones d as Center for the Analysis of Health Care Data. Her publications and coming to Penn, Dr. Hartocollis taught courses on clinical social Distinguished Service Professor, University of Chicago School of was named research presentations cover a range of critical issues in nursing work practice, human behavior, and social theory in the Masters Social Service Administration. She received the MSW and PhD

education, research, clinical practice, and legislative policy. of Social Work programs at Smith College and Bryn Mawr College. (Social Work and Psychology) from the School of Social Work the Before she began devoting all of her energies to higher education University of Michigan and then completed a post-doctoral women’s Cynthia D. Belar, PhD, is Executive Director of APA’s Education administration and teaching, Dr. Hartocollis was a practicing fellowship at the Institute for Social Research there. At the cation, Directorate. As executive director of the American Psychological psychotherapist, providing therapy to children, adults, couples and University of Chicago, she currently serves as Director of the ork: Theory Association’s ate, Cynthia D. Belar, PhD, leads the association’s families. Her scholarly and practice interests include mental health Center for Health Administration Studies, a health policy and al Education efforts to advance the teaching of psychology at all levels, prepare diagnosis, psychological trauma and dissociative disorders. practice research center. She has served as Dean of SSA

psychologists for diverse careers and apply psychology to (1988-98, 2005-2010) as well as Doctoral Committee Chair and education. She was appointed to this post in 2000. Neil Harvison, PhD, is the Chief Officer for Academic and Member (1995-2005, 2010-2013). She currently is serving as s of the Scientific Affairs at the American Occupational Therapy President, Society for Social Work and Research (2010-14) where and the Belar is also professor emerita at the University of Florida Health Association (AOTA). He holds a BS in occupational therapy from she has worked to build partnerships with SSWR and other social served as Science Center, where from 1974 to 1983 and 1990 to 2000, the University of Queensland and a MA and PhD from the work organizations. Her research interests include Professionalization Gay, she directed the clinical psychology doctoral and internship Steinhardt School of Education at New York University. Neil spent Processes in Social Work; Service Delivery at the Intersection of al Committee programs. She also developed clinical service and education and over 20 years as a practitioner and hospital administrator in New Multiple Service Systems; Substance Abuse Services; Services for Committee training tracks in clinical health psychology at the doctoral, York City. During this period he held clinical faculty appointments Women and Children; Social Program and Policy Evaluation. s named a internship and postdoctoral levels. Belar’s research focused on at the Mount Sinai School of Medicine; Columbia University and Relevant publications include Berlin & Marsh, Informing Practice holar for pain, applied psychophysiology and reproductive endocrinology. Mercy College. Prior to joining AOTA Neil was active as volunteer Decisions (Macmillan, 1993); Marsh, Angell, Andrews & Curry, reatest From 1983 to 1990, she served as chief psychologist and clinical in AOTA and served on the ACOTE Council and as chair of the Impact of Client-provider Relationship on Treatment Outcomes: A n 2007. director of behavioral medicine at the Kaiser Permanente Medical doctoral accreditation standards committee. Neil is currently Systematic Review of Child Welfare, Substance Abuse and Mental Practice in Care Program in Los Angeles, where she also maintained an serving as the Chair of the Board of Directors of the Association of Health Services, Journal of Society for Research and Social Work,

independent practice. Specialized and Professional Accreditors (aka ASPA). ASPA is the 2013; Cao, Marsh, Shin, & Andrews, Improving health and national association representing the 65 specialized and social outcomes with targeted services in comprehensive rsity, her professional accrediting agencies in the USA. substance abuse treatment, The American Journal of Drug and s University. Alcohol Abuse, 2011, 37(4), 250-258. Workers.

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Mary Jo Monahan, ACSW, LCSW, is Chief Executive Officer of the Karen M. Sowers, PhD, was appointed Professor and Dean of the Association of Social Work Boards (ASWB), the nonprofit College of Social Work at the University of Tennessee, Knoxville in association of social work licensing bodies in the United States, the August 1997. She holds the position of Beaman University U.S. Virgin Islands, and Canada. Before joining ASWB, Monahan Professor for Research and Service at the University of Tennessee, held various executive offices, including vice president of Knoxville. As dean she oversees four academic programs (BSSW, operations at Matthews Benefit Group, Inc. (2010-2013); president MSSW, PhD, DSW), several campuses and on-line programs, the and CEO of ICON Institute of Florida, LLC, a professional training Children’s Mental Health Services Research Center and the Social center and consultation business (2009-2013); and president and Work Office for Research and Public Service. She served as CEO of Family Service Centers, Inc., a $5.4 million social service Director of the School of Social Work at Florida International agency (2003-2009). From 1991 to 1996 she served on the University from June 1994 to August 1997 and as the Florida Board of Clinical Social Work, Marriage and Family Undergraduate Program Director of the School of Social Work at Therapy, and Mental Health Counseling and was board chair in Florida International University from 1986 to 1994. She received 1995 and 1996. She served on the national board of directors of her baccalaureate degree in Sociology from the University of NASW (1998-2001) and was president of its Florida chapter from Central Florida in 1974, the Master’s Degree in Social Work from 1988 to 1990. In 2012 she was president of the board of Florida State University in 1977 and the PhD in Social Work from directors at the Florida Council Against Sexual Violence. Monahan Florida State University in 1986. Dr. Sowers serves on several was an adjunct professor in the University of South Florida’s school local, national and international boards. Dr. Sowers is nationally of social work for more than 22 years. She earned her MSW at known for her research and scholarship in the areas of the University of Wisconsin- Milwaukee. international practice, juvenile justice, child welfare, cultural diversity and culturally effective intervention strategies for social David Patterson, PhD, is the Director, Clinical Doctorate Program work practice, evidence-based social work practice and social and Professor at University of Tennessee, Knoxville. His research work education. Her current research and community interests interests include treatment with groups, artificial neural networks include evidence-based practice, mental health practice, and information technology applications in social work. Dr. international social work practice and juvenile justice practice. Patterson has been at the college since 1991 and worked to She has authored or co-authored numerous books, book chapters launch the clinical doctorate program. He received the 2013 and refereed journal articles. She has served as a founding Chancellor’s Excellence Award in recognition of his extraordinary editorial board member of the Journal of Research on Social Work contributions to the public. For the past nine years, he has been Practice, founding co-editor of Best Practices in Mental Health: An studying the problem of homelessness, including directing the International Journal and is currently serving on the editorial Knoxville Homeless Management Information System (KnoxHMIS), boards of the Journal of Evidence-based Social Work: Advances in funded by the U.S. Department of Housing and Urban Development Practice, Programs, Research and Policy and Journal of Stress, (HUD) a web-based data system that logs information about the Trauma and Crisis: An International Journal, Journal of Social homeless and their needs as well as services provided to these Work Education, Journal of Global Social Work Practice, individuals on an agency by agency basis. International Journal of Information Systems and Social Change, and Journal of Teaching in Social Work.

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ABOUT THE SOCIAL WORK POLICY INSTITUTE

The Social Work Policy Institute was established in 2009 and is a division of the NASW Foundation. Its mission is: > To strengthen social work’s voice in public policy deliberations. > To inform policy-makers through the collection and dissemination of information on social work effectiveness. > To create a forum to examine current and future issues in health care and social service delivery.

Social Work Policy Institute > NASW Foundation Director: Joan Levy Zlotnik, PhD, ACSW 750 First Street NE, Suite 700 > Washington, DC 20002-4241 ADVANCED PRACTICE DOCTOR SocialWorkPolicy.org > [email protected] > 202.336.8393 WHAT DO THEY MEAN FOR SOCIAL WORK RESEARCH, AND EDUCATION

750 FIRST STREET NE, SUITE 700 WASHINGTON, DC 20001-4241 SOCIALWORKPOLICY.ORG

> REPORT FROM AN INVITATIONAL THINK TANK > Convened by NASW, in collaboration with CSWE, BPD, ASWB, GADE, NADD, SSWR and SLG