Uchicago Voices

T h e Un i v e r s i t y o f C h i c a g o

S c h o o l o f So c i a l Se r v i c e A d m i n i s t r a t i o n

A n n o u n c e m e n t s 2010-2011 sdfadsf Th e University o f Ch i c a g o

Sc h o o l of So c i a l Service Administration

An n o u n c e m e n t s

Fall 2010 For information and application materials: Office of Admissions School of Social Service Administration 969 E. 60th St. Chicago, IL 60637-2940 Telephone: 773.702.1492 [email protected]

For information regarding field instruction: Office of Field Education Telephone: 773.702.1178 Email: [email protected]

Callers who cannot get through on these numbers may leave a message with the School’s switchboard at 773.702.1250.

For University residences information: Neighborhood Student Apartments The University of Chicago 5316 S. Dorchester Ave. Chicago, IL 60615 Telephone: 773.753.2218

International House 1414 E. 58th St. Chicago, IL 60637 Telephone: 773.753.2270 www.ssa.uchicago.edu

The information in the printed 2010-11 Announcements is current as of September 13, 2010.

2010-2011 VOLUME XXX The statements in these Announcements are subject to change without notice. Table o f Contents

1 officers a n d Administration 1 Officers of the University 1 Administration of the School 1 Officers of Instruction 3 Faculty Emeriti 3 Visiting Committee 3 Life Members 4 Th e Field a n d t h e Sc h o o l 4 The Field of Social Welfare 4 The School of Social Service Administration: A Concise History 4 The Mission Of The School 5 Goals 5 Combining Research with Practice 7 Development of Professional Social Workers and Social Work Researchers 7 Values 8 The Educational Program 8 Program Context 8 University of Chicago 8 City of Chicago 9 The Global Context 10 The Vision of a new Dean 10 Unique factors 12 ed uc a t i o n a l Programs 12 The Master Of Arts Program 12 The Core Curriculum 15 Field Placement 16 The Concentration Curriculum 17 Clinical Practice Concentration 19 Social Administration Concentration 22 Programs of Study 28 Extended Evening Program 28 Joint Degree Programs 31 15-Month Accelerated Program 31 BA/MA Program For Students In The College 31 Combined AM/PhD 31 Doctoral Degree Program 32 Curriculum 32 Supports For Students 33 Requirements For The Ph.D. Degree iv The School of Social Service Administration

33 Timeline 34 Timeline For Completion Of Program Requirements 35 admission Requirements 35 Master Of Arts Students 35 First Year 36 Second Year 36 Doctoral Students 36 Students from Other Countries 37 Application Procedures for Degree Students 37 Application Deadlines 37 Steps in The Admission Process 38 Special Procedures for Students From Other Countries 39 Scholarships 40 Financial Needs Analysis 40 Awards Administered By the School 42 Awards Administered by Organizations and Agencies Outside the School 42 Loan Funds 42 Federal Stafford Loans (Subsidized and Unsubsidized) 43 Federal Perkins Student Loans 43 Named University Loan Funds 44 general In f o r m a t i o n 45 Estimate Of Expenses 45 Course Marks And Credits 47 Academic Honesty 47 Registration And Residence Requirements 47 Application For Degree 47 Leaves Of Absence 48 Transcripts And Certification 48 Veterans 49 resources a n d Services 49 Resources 49 Advising 49 Library 49 Computer Laboratory 50 Career Services 50 SSA Career Services 50 Career Advising And Planning Services (Caps) 51 University Human Resources Management 51 Living Accommodations 52 University Of Chicago Student Health Care 52 Health Insurance Requirement 52 Automatic Enrollment 52 Eligibility 52 Student Life Fee The University of Chicago v

53 Summer Health And Wellness Fee 53 Immunization Requirements 53 Other Services 53 Student Associations 54 The Alumni Association 55 Professional Development Program 55 Research Centers 55 Center For Health Administration Studies 55 Chapin Hall 57 Co u r s e s o f Instruction 57 Master’s Level Courses 87 Doctoral Level Courses 91 fa cu l t y 91 Faculty Publications 148 associates 148 Adjunct Instructional Staff 2010-11 148 Core Field Consultants 2010-2011 148 Clinical Field Consultants 2010-2011 149 Social Administration Field Consultants 149 Extended Evening Program (EEP) 149 Field Agencies and Field Instructors 2010-2011 156 Ca m pu s Ma p 158 ssa Ca l e n d a r

The University of Chicago 1

Officers and Administration

Officers o f t h e University Andrew M. Alper, Chairman of the Board of Trustees Robert J. Zimmer, President of the University Thomas F. Rosenbaum, Provost

Administration o f t h e Sc h o o l Neil B. Guterman, Dean Harold A. Pollack, Deputy Dean for Research and Faculty Development Robert J. Chaskin, Deputy Dean for Strategic Initiatives Karen S. Teigiser, Deputy Dean for Curriculum Penny Ruff Johnson, Dean of Students Sydney Hans, Chair of the Doctoral Program Michael R. Sosin, Editor of Social Service Review Stephen Gilmore, Associate Dean for External Affairs Keith Madderom, Associate Dean for Administration Suzanne A. Fournier, Assistant Dean for Administration and Director of Grants and Contracts Michael Jogerst, Assistant Dean and Director of Career Services Linda Clum, Director of Admissions Mary Debose, Assistant Director of Admissions Sara L. Manewith, Associate Director of Special Gifts Yelene Modley, Associate Director of Alumni Relations and the SSA Fund Richard Kass, Director of Information Technologies Nancy Chertok, Director of Field Education Bharathi Jayaram, Associate Director of Field Education Maureen Stimming, Director of Professional Development Program and Marketing Julie Jung, Director of Communications Anita Goodnight, IRB Director, SSA and Chapin Hall Eileen Libby, Librarian C. Gidget Ambuehl, Office Manager

Officers o f Instruction Scott W. Allard, Ph.D., Associate Professor Jennifer L. Bellamy, Ph.D., Assistant Professor William Borden, Ph.D., Senior Lecturer Alida M. Bouris, Ph.D., Assistant Professor Evelyn Z. Brodkin, Ph.D., Associate Professor E. Summerson Carr, Ph.D., Assistant Professor Robert J. Chaskin, Ph.D., Associate Professor; Faculty Partner, Chapin Hall Yoonsun Choi, Ph.D., Associate Professor; Faculty Affiliate, Center for the Study of Race, Politics and Culture Mark E. Courtney, Ph.D., Professor, Faculty Partner, Chapin Hall 2 The School of Social Service Administration

Malitta Engstrom, Ph.D., Assistant Professor; Faculty Associate, Chicago Center for Family Health; Faculty Affiliate, Graduate Program in Health Administration and Policy, the Center for Health and the Social Sciences, and the Center for Human Potential and Public Policy Matthew W. Epperson, Ph.D., Assistant Professor Robert P. Fairbanks II, Ph.D., Assistant Professor Colleen M. Grogan, Ph.D., Professor; Co-Chair, Center for Health Administration Studies; Faculty Chair, Graduate Program in Health Administration and Policy Neil B. Guterman, Ph.D., Mose and Sylvia Firestone Professor Jung-Hwa Ha, Ph.D., Assistant Professor Sydney L. Hans, Ph.D., Samuel Deutsch Professor Julia R. Henly, Ph.D., Associate Professor Heather D. Hill, Ph.D., Assistant Professor Penny Ruff Johnson, Ph.D., Lecturer Waldo E. Johnson, Jr., Ph.D., Associate Professor; Faculty Affiliate,Center for the Study of Race, Politics and Culture (on leave 2010-2011) Susan J. Lambert, Ph.D., Associate Professor Jens Ludwig, Ph.D., McCormick Foundation Professor of Social Service Administration, Law, and Public Policy; Co-Director, University of Chicago Crime Lab (on leave 2010-2011) Jeanne C. Marsh, Ph.D., George Herbert Jones Distinguished Service Professor; Faculty Associate, Center for Health Administration Studies; Faculty Affiliate,Graduate Program in Health Administration and Policy (on leave 2010-2011) Stanley G. McCracken, Ph.D., Senior Lecturer J. Curtis McMillen, Ph.D., Professor (effective 1/2011) Jennifer E. Mosley, Ph.D., Assistant Professor Virginia L. Parks, Ph.D., Associate Professor; Faculty Affiliate,Center for the Study of Race, Politics and Culture Charles M. Payne, Ph.D., Frank P. Hixon Distinguished Service Professor; Faculty Affiliate,Center for the Study of Race, Politics and Culture Harold A. Pollack, Ph.D., Helen Ross Professor; Chair, Center for Health Administration Studies; Faculty Advisor, Graduate Program in Health Administration and Policy; Co-Director, University of Chicago Crime Lab Melissa Roderick, Ph.D., Hermon Dunlap Smith Professor Tina L. Rzepnicki, Ph.D., David and Mary Winton Green Professor Gina Miranda Samuels, Ph.D., Associate Professor; Faculty Affiliate,Center for the Study of Race, Politics and Culture William Sites, Ph.D., Associate Professor Michael R. Sosin, Ph.D., Emily Klein Gidwitz Professor; Faculty Affiliate,Graduate Program in Health Administration and Policy Karen S. Teigiser, A.M., Senior Lecturer Dexter R. Voisin, Ph.D., Associate Professor; Faculty Affiliate,Center for the Study of Race, Politics and Culture; Faculty Affiliate,Graduate Program in Health Administration and Policy The University of Chicago 3

Fa cu l t y Emeriti Sharon B. Berlin, Ph.D., Helen Ross Professor Emerita Irene Elkin, Ph.D., Professor Emerita Paul Gitlin, D.S.W., Professor Emeritus Laurence E. Lynn, Jr., Ph.D., Sydney Stein, Jr., Professor Emeritus Dolores G. Norton, Ph.D., Samuel Deutsch Professor Emerita Elsie M. Pinkston, Ph.D., Professor Emerita William Pollak, Ph.D., Associate Professor Emeritus Pastora San Juan Cafferty, Ph.D., Professor Emerita John R. Schuerman, Ph.D., Professor Emeritus Bernece K. Simon, A.M., Samuel Deutsch Professor Emerita Irving A. Spergel, Ph.D., George Herbert Jones Professor Emeritus Froma Walsh, Ph.D., Mose and Sylvia Firestone Professor Emerita

Visiting Committee The School’s Visiting Committee was established in 1955 to help interpret the School’s mission and goals to the public, advise the Dean about the needs and concerns of the community, and assist the School in its financial development efforts. Committee members hold positions of leadership in many social service and philanthropic agencies.

David J.Vitale, Chair Brian P. Simmons Donna E. Barrows Margaret Block Stineman Frank M. Clark Rev. Richard L. Tolliver, Ph.D. Peter H. Darrow Gail Waller James Dimon Judith K. Dimon Life Members Bernard S. Dyme Daniel Alvarez, Sr. Sunny Fischer Judith S. Block Betsy R. Gidwitz Mrs. Shirley R. Brussell Mary Winton Green Elizabeth M. Butler Cynthia Greenleaf Charles R. Feldstein Iris J. Krieg Nancy J. Johnstone Joseph G. Loundy Ann Dibble Jordan Amy S. Lubin Elliot Lehman Linda Kelly Lymburn Beatrice Cummings Mayer Dr. Katharine (Kitty) Mann James T. Rhind Suzanne Muchin Bernice Weissbourd Thomas B. Puls II Maynard I.Wishner Marilyn B. Rusnak

 4 The School of Social Service Administration

Th e Field and the Sc h o o l

Th e Field o f So c i a l Welfare ocial work attracts idealists: people with an acute awareness of human suffering and injustice, and people with a strong commitment to reduce that suffering and injustice. Some issues that engage us endure over time, others change. Early social workers fought to outlaw child labor and to provide Suniversal social security. Their successors struggle to prevent child abuse and community violence, to aid homeless or mentally ill individuals, to reduce poverty and social inequities, or improve the quality of life of older adults. The central commitment to helping those in need and working to bring about effective social change—locally, nationally, and globally—remains constant. To people who have this kind of commitment, graduate training in social work offers two things: First is the opportunity to explore, in the disciplined and intellectually rich environment of the University, the dimensions of social need and response. Second is the opportunity to acquire, through class and fieldwork experiences, the skills for effective action.

Th e Sc h o o l o f So c i a l Service Administration: A Co n c i s e Hi s t o r y The School of Social Service Administration pioneered the idea that social work demanded a firm intellectual base. Its founders identified that base in the social sciences and in their own path-breaking research on social conditions and methods of intervention. Early research at SSA had a distinct public policy cast. Investigations of the status of mothers and children, for example, laid the foundations for the child-related pro- visions of the nation’s Social Security system in the 1930s. Beginning in the 1940s, SSA energies turned to issues in the social work profession itself. Faculty members such as Charlotte Towle and Helen Harris Perlman applied the insights of ego psychology to casework and developed the generic casework curriculum, which became a model for social work education. Recent contributions to the direct practice tradition have included the application of cognitive perspectives to clinical practice and resilience in individuals and family systems. The School is thus in the unique position of having been a pioneer both in policy research and in the development of innovative methods of clinical social work practice. The Social Service Review was founded in 1927 with the aim of opening “scientific discussions of problems arising in connection with the various aspects of social work.” The Review has not only reflected the social welfare field but has helped to shape it and it remains the premier journal in its field.

Th e Mission Of Th e Sc h o o l The Statement of Purpose of the master’s degree program at the University of Chicago School of Social Service Administration, adopted by the faculty in 2007, establishes the commitment and direction for the school. The University of Chicago 5

SSA is dedicated to working toward a more just and humane society through research, teaching, and service to the community. As one of the oldest and most prestigious graduate schools of social work, SSA prepares working professionals to handle society’s most difficult problems by developing new knowledge, promoting a deeper understanding of the causes and human costs of social inequities, and building bridges between rigorous research and the practice of helping individuals, families, and communities to achieve a better quality of life. The faculty are composed of scholars who seek to understand the most complex social problems and to explore their solutions. Pervading our approach to education is the belief that graduates of the School of Social Service administration should be distinguished by their: • Understanding that the foundation of effective service lies in a grasp of the person in environment. Individual distress occurs in a social context involving the interaction of biological, psychological, familial, economic, community, and cultural factors; • Understanding that theories supported by empirical evidence serve as conceptual frameworks for examining individual distress, organizational functioning, community contexts, and social policies. These theories are drawn from multiple disciplines and become the foundation for a coherent framework from which to respond to human needs and promote social justice; • Ability to think critically and challenge the underlying assumptions, core values, conceptual frameworks, and evidence on which our professional knowledge is based.

Go a l s : In keeping with its mission, the School’s goals are: • To educate competent and effective professionals who are able to apply clinical, analytical, and organizational knowledge and skills to solve social problems and relieve the distress of vulnerable individuals through effective practice within well-developed value frameworks. These professionals will provide leadership in the development of service delivery systems; • Our educational program is grounded in the profession’s history, purposes, and philosophy. SSA is one of a handful of institutions that has helped create and define the profession of social work and the field of social welfare. SSA’s first leaders were activists in the Chicago settlement house movement, one of the main strands in what eventually became social work. While most early schools of social work concentrated on practical training for caseworkers, SSA’s leaders insisted on the need for a solid foundation in social science and social research as well. In the decades since, the emphases on social research and on applying the insights of social science to solving human problems have continued.

Co m b i n i n g Research w i t h Practice The School continues to establish the connections between the social and behavioral sciences, research, and the real world of policy and practice. The faculty is drawn from social work and from such related fields as economics, psychology, sociology, anthropology, political science, public policy, public health, and geography. Research at the School reflects this diversity. Current projects investigate the following social work interventions and contribute to the development of social work knowledge: 6 The School of Social Service Administration

• Public partnerships with faith-based and community organizations to improve social, educational, health, and economic outcomes for children, adolescents, and the community; • Violence prevention for children and adolescents in the home and in the community; • Exploring the changing geography of poverty in urban and suburban communities and access to the safety net; • Improving social work provision for males and encouraging paternal involvement; • Mental health interventions for women, the incarcerated, and older populations affected by substance use; • Theoretical frameworks for understanding child care decision-making; • Analyzing family supportive policies in the workplace. SSA faculty members have been honored as White House Fellows, Fletcher Fellows, Fulbright Fellows, American Academy of Social Work and Social Welfare Fellows, and Kellogg Fellows. Faculty members have contributed their expertise to long lists of national and state commissions on such topics as juvenile justice, mental health, aging, and child welfare. They, and our alumni, have strong ties both to public and private welfare agencies and to local, state, and national governments. Notable alumni include the current director of the Illinois Department of Children and Family Services, the current CEO for the Chicago Public Schools, and the former head of the Substance Abuse and Mental Health Services Administration (SAMHSA). Two former members of the School’s Visiting Committee are currently a senior advisor and assistant for Public Engagement and Intergovernmental Affairs for the President of the United States, and the U.S. Secretary of Education. Our faculty is instrumental in shaping and developing public policy. Faculty have collaborated with Chicago South Side leaders and other University researchers to create the Mapping Resource Project to plot community health, education, business and human service resources in South Side neighborhoods to help local residents, programs, foundations, and the city better understand how local conditions affect health. SSA faculty, also in conjunction with University and other researchers, created the University of Chicago Crime Lab. The Crime Lab is developing a portfolio of randomized experimental studies that will help inform policymakers about the most effective (and cost effective) ways to reduce youth violence and closely related social problems like school disengagement and dropout. Several of the experiments underway are intended to learn more about how to reduce the large number of violent events that seem to stem from impulsivity, by helping to address self-control deficits among high-risk youth. The ultimate goal is to improve the life outcomes of disadvantaged youth and families by improving policy and practice, and Crime Lab is developing an outreach strategy designed to help disseminate important new research findings to government agencies and NGOs. New faculty research examines the determinants of successful transition to post- secondary education among Chicago students and has informed current policies and improvements in the Chicago Public Schools. Additional research has influenced recent Illinois legislation that formed a new advisory council to help develop effective HIV/AIDS prevention messages targeting youth. The University of Chicago 7

Current SSA faculty serve and have served on numerous national boards, including the 2025 Campaign for Black Men and Boys; African American Male Initiative, United Way of Metropolitan Chicago; Association for Public Policy Analysis and Management, Board of the Children, Youth and Families of the National Academy of Sciences Institute of Medicine and the National Research Council’s Division of Behavioral and Social Sciences and Education; Commission on Research, Council on Social Work Education; Doctors of America; MDRC; Pell Institute for the Study of Opportunity in Higher Education, Starfish Community Services; and Teaching Social Justice, Teachers College Press.

Development o f Professional So c i a l Workers a n d So c i a l Wo r k Researchers The Master of Arts program, continuously accredited by the Council on Social Work Education and its predecessor organizations since 1919, prepares students for advanced professional practice. And for nearly 90 years, SSA has provided advanced training for those interested in pursuing academic careers in social work and social welfare in the doctoral degree program. SSA’s diverse array of course offerings features quality instruction and substantive exploration of clinical practice, community development and organizing, program management and policy issues. Classes are intended to challenge and engage students in the dynamic interplay of theory, research, and practice. Students gain an understanding that whatever the focus of their practice, from the clinical micro-level to the policy macro-level, their activities are guided by an appreciation of service in society and informed by a rigorous evidence and conceptual base. The concept of alleviating need has also been broadened to include prevention as well as treatment.

Va l u e s Our educational program is grounded in the values of the profession of social work. As such, we prepare professional practitioners who are committed to and involved in improving the lives of vulnerable populations and in promoting social and economic justice locally, nationally, and globally. Social work values insure that our work is driven by a humanistic perspective which asks us to consider the impact of our ideas and our work on the well-being of our clients, our colleagues, our agencies, and on society as a whole. Our values require that we treat others with dignity and respect and make social justice central to our work. Our values require that we behave ethically in both our personal and professional lives. Our ethical precepts encompass such matters as treating our clients with respect and dignity, never exploiting clients for our own interests, and always acting in the best interest of clients. This is accomplished through human relationships, honoring the value of integrity, and preparing graduates with the competence to achieve professional goals of the highest quality. Similar precepts govern our relationships with other professionals. We recognize our responsibilities to the organizations for which we work, but also have the obligation to question policies and practices in the workplace that may not be aligned with the best interests of our clients. We value scientific inquiry and the development and implementation of evi- 8 The School of Social Service Administration

dence-based policy and practice. Finally, our values require continued professional growth and development.

Th e Ed uc a t i o n a l Program The School of Social Service Administration offers graduate work leading to both the A.M. and Ph.D. degrees. The master’s program prepares students to enter advanced professional practice. The curriculum includes: (a) the core curriculum, which offers all students a solid introduction to the fundamentals of direct practice with individuals, families, organizations, and communities and to the fundamentals of administration and policy in their first two quarters; (b) an elective concentration in either clinical practice or social administration; and, (c) field placements to supplement both the core and the concentrations. The doctoral program offers specialized study at a more advanced level. Each student’s program is worked out individually and features coursework (including courses in related disciplines taught in other units of the University), independent study, and research leading to the dissertation. Detailed descriptions of the graduate programs are offered on pages 12-34.

Program Context:

University of Chicago SSA’s first dean, Edith Abbott, said in 1920 when SSA became a full-fledged professional school, that “only in a university, and only in a great university, could a school of social work get the educational facilities that advanced professional students must have if they were to become the efficient public servants of democracy.” Our current President, Robert Zimmer, shares her sentiment, and stated during his address during the 487 convocation, “The University of Chicago, from its very inception, has been driven by a singular focus on inquiry…with a firm belief in the value of open, rigorous, and intense inquiry and a common understanding that this must be the defining feature of this university. Everything about the University of Chicago that we recognize as distinctive flows from this commitment.” SSA is held by the University to the highest of intellectual standards and faculty recruitment and promotions are guided by rigorous expectations. Students are able to make use of the rich course offerings of other departments in the University. In addition to taking courses at SSA from faculty trained across multiple disciplines, students take courses in the departments and schools of law, business, public policy, anthropology, sociology, psychiatry and others. This is a university in which such a cross-walk between disciplines and departments is fluid, actively encouraged, and easily accomplished.

City of Chicago SSA is also at the heart of a great American city, with many resources and many needs. We are able to make use of those resources and to contribute to resolving these needs. The city reflects a kaleidoscope of social and cultural traditions which enrich our students’ learning. Chicago has notably been at the forefront of pioneering movements in social work, community organizing, women’s rights, urban planning The University of Chicago 9

and architecture, labor organizing, and African American politics. As a microcosm of America and the world, Chicago confronts all the major issues facing great urban settings in the areas of economic development, social stratification, public education, and the political empowerment of minorities. Our ever deepening partnerships with the neighbors in our community serves to enhance the quality of life and economic development of Chicago’s South Side, the city of Chicago more broadly, and beyond to the national and international levels. The following are just a few examples of our impact on our surrounding communities: • McCormick Foundation Professor of Social Service, Law, and Public Policy Jens Ludwig and Helen Ross Professor Harold Pollack established the University of Chicago Crime Lab in an effort to reduce youth violence in Chicago and nationally; • Frank P. Hixon Distinguished Service Professor Charles Payne is collaborating with community leaders to create the Woodlawn Children’s Promise Community, and influencing national education policy; • Hermon Dunlap Smith Professor Melissa Roderick leads research at the Consortium for Chicago School Research, a think-tank to inform and assess policy and practice in the Chicago Public Schools; • Professor Colleen Grogan, the Co-Director of the Resource Mapping Project and Associate Professor Waldo E. Johnson Jr., the community engagement chair for the South Side Health and Vitality Studies, collaborate with University researchers and community leaders on the Resource Mapping Project; • SSA has relationships with more than 600 agencies and programs throughout the Chicago area for its field placement program. Annually, SSA students provide more than 250,000 hours of service in the field. Students are guided by seasoned practitioners who provide hands-on professional mentoring in the field.

The Global Context SSA stands to have an impact globally and has recently begun to expand its programming internationally. This structured curriculum includes international field placements and study abroad opportunities, additional courses, and an international visiting faculty program that enables internationally recognized scholars to spend three to six months at the School. SSA faculty engage and collaborate in scholarship and research with international partners in addition to teaching current courses that have an international perspective. And SSA is actively engaged as the University of Chicago develops international centers for education and research in China and, in the near future, India. During the summer of 2010, SSA, in collaboration with the Tata Institute of the Social Sciences Centre for Community Organization and Development Practice in Mumbai, is offering for the first time, an intensive study-abroad program focused on urban poverty and community practice in India. The intent of this program is to provide SSA master’s students with the opportunity to learn about key issues in international social welfare and gain field experience in international social work practice through intensive experiential learning in another country. Classroom and field experience will be enriched by the interaction between the SSA students and the local students of the Tata Institute. 10 The School of Social Service Administration

The Vision of a new Dean Dean and Mose and Sylvia Firestone Professor Neil B. Guterman sees opportunities for SSA to enhance its already stellar role in leading social work education and scholarship. “The School of Social Service Administration is unparalleled in the ways it brings together scholars across multiple disciplines under one roof, all with a shared dedication to tackling some of the most intractable social problems of our day. SSA’s unique position within the University and in Chicago presents enormous opportunities to reenergize our community engagement in ways that are synergistic to advancing both research and practices in the field.” Thinking forward to the future, Dean Guterman notes, ”We’re in the midst of an unmistakable shift in the profession, where we are beginning to work more proactively—or further ‘upstream’ if you will—to go after the causes of social problems, thereby preventing a downward cascade into more intractable and costly social consequences. It’s my hope that SSA will deepen the pivotal role it already plays in marshaling this historic shift forward.” The School and its culture exhibit several unique hallmarks that distinguish us as one of the premier schools of social work leading the field into the future.

Unique factors:

1. Interdisciplinary focus. One of our goals is to exploit the power of interdisciplinary work and this is reflected in the fact that our faculty are drawn from a multiplicity of disciplines. Our intellectual pluralism is one of the things we value most about our School. Both our research and teaching are infused with this interdisciplinary spirit. We are interested in fostering even more ambitious collaborations across the University, Chicago, nationally, and internationally, putting SSA at the nexus of interdisciplinary research that catalyzes real world change. 2. Scholarship and research. Our faculty are actively involved in cutting edge scholarship and research that informs and shapes the field. This requires that they be well versed in the major issues of the day (and often they are involved in the framing of those issues) and the methodologies of research required to explore those issues. They are pioneers, discoverers, and change agents. They ask tough questions and pursue knowledge with rigor because they believe in the transformative power of ideas. They bring the insights gained from their scholarly investigations to the classroom. The ensuing dialogue assures that students have up to date knowledge of trends in the field. Of course, faculty benefit as well from the critical questioning of our students. 3. Person-in-environment. The foundation of our curriculum is built on the assumption that all clinical social workers need to understand and appreciate the complexities of organizational theory and practice, the policies that govern human services, and how to advocate for change in those systems. Similarly, students who are preparing for work at larger system levels need to know and understand the needs of those who seek our services; and how to assess, intervene, and evaluate those services. Our core curriculum gives The University of Chicago 11

equal weight to micro and macro practice and the concentrations continue to be informed by issues at multi-system levels. 4. Developing skills in critical thinking. Effective and ethical practitioners must be skilled in raising questions about assertions made by theoreticians, researchers, supervisors, and colleagues. They must be able to analyze the purported rationale behind those assertions and assess the nature of evidence supporting them. We strive to produce professionals who engage in empirically-based practice, and who understand the critical importance of garnering rigorous evidence that informs practice. 5. Chicago as the context for field work and other learning opportunities. As a great American city, Chicago and its surroundings provide a superb context for learning in the field. It is one of the nation’s most diverse cities. It experiences all of the significant problems of the modern metropolis: poverty, violence, crime, dys- functional schools, inadequate health services, drug use, family breakdown, social exclusion, and community disruption. In Chicago, there are both people with great progressive vision and forces that threaten to defeat them. Our students are able to witness, learn from, and contribute to this complex of activity.

 12 The School of Social Service Administration

Ed uc a t i o n a l Programs

Th e Master Of Arts Program The Master of Arts program, continuously accredited by the Council on Social Work Education and its predecessor organizations since 1919, prepares students for advanced professional practice. The School of Social Service Administration’s master’s degree program aims to provide a sophisticated understanding of the person-in-environment and to develop competencies and practice behaviors to effect change. Individual distress is seen in a social context, influenced by biological, economic, familial, political, psychological, and social factors. This perspective recognizes that economic, organizational, political, and social factors shape the work of social welfare professionals. Effective helping requires a broad understanding of possible responses, ranging from short- term strategies for gaining new resources and skills to long-term social and psychological interventions. The professional must be aware of and able to act within the web of relationships that link individual well-being with wider social and political forces to achieve social and economic justice. To achieve these goals, students develop the following core competencies: 1. Identify as a professional social worker and conduct oneself accordingly. 2. Apply social work ethical principles to guide professional practice. 3. Apply critical thinking to inform and communicate professional judgments. 4. Engage diversity and difference in practice. 5. Advance human rights and social and economic justice. 6. Engage in research-informed practice and practice-informed research. 7. Apply knowledge of human behavior and the social environment. 8. Engage in policy practice to advance social and economic well-being and to deliver effective social work services. 9. Respond to contexts that shape practice. 10. Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities. To facilitate the development of these core competencies and the knowledge and behavior to practice at an advanced level, the School’s program is organized into a core curriculum and an elective concentration in either clinical practice or social administration. All students have a field placement in their first year and another placement in their second year. No academic credit is awarded for life or work experience.

Th e Co r e Cu r r i cu l u m The core curriculum is central to the educational program at the master’s level. It brings together all students, whatever their career interests, for a solid introduction to the fundamentals of social policy formulation and program implementation, social research, and direct practice. The core curriculum prepares students for generalist practice through mastery of the core competencies of the profession as articulated by the Council on Social Work Education. It places particular emphasis on understanding and working with culturally diverse and economically disadvantaged pop- The University of Chicago 13

ulations. After completing core studies in the first year, students who choose clinical practice begin their concentration with an established awareness of the broader contexts of individual distress and helping responses, while social administration students enter their concentration with a corresponding understanding of social work intervention at the direct practice level. Required courses in the first two quarters of the first year provide students with a common foundation of knowledge concerning social welfare issues, human development, direct practice intervention strategies, and social research and practice behaviors related to these areas of knowledge. This foundation provides the background for concentration in advanced practice in clinical work or in social administration. Fieldwork placements in the first year are continuous for three quarters. They provide direct practice experience with distressed people and the institutions established to help them. Core curriculum courses are distributed in the following manner for students in the day program:

Autumn Winter Spring SSAD 30000 SSAD 30000 Concentration or Elective SSAD 30100 SSAD 30100 Concentration or Elective SSAD 32700 SSAD 30200 Concentration or Elective Fieldwork Fieldwork Fieldwork Core curriculum courses for the Extended Evening Program (EEP) are offered during the first and second years of study.

Social Intervention: Programs and Policies (30000). This two-quarter course introduces students to the issues and problems associated with social welfare interventions at the community, agency, and policy levels. Students are expected to learn and develop competencies in analyzing the components of current policies, designing programmatic alternatives, anticipating substantive, operational, and political advantages and disadvantages, weighing benefits against financial costs, and making sound choices among imperfect alternatives. While focusing on public policies, the course will include consideration of the impact of policies and programs on individuals and families. The course will give students a thorough grounding in several critical areas of social work practice, including poverty and at least two social service areas such as mental health and child welfare. Social Intervention: Direct Practice (30100). This two-quarter course emphasizes the design and practice of social work interventions at the individual, family, and group levels. Students are introduced to the values, theories, concepts, skills, and empirical evidence that form the base for direct social work practice and develop competencies related to this area of practice. Complementing 30000, material is presented to examine needs, resources, and potential for change at the individual, family, and group levels, as well as to provide students with an understanding and appreciation of various options for intervention. Students will develop skills in identifying and defining problems, implementing and refining intervention strategies, evaluating the impact of clinical interventions, and weighing the ethical considerations of various choices. Particular attention is given to developing intervention approaches for working with underserved groups. Social Intervention: Research and Evaluation (30200). This course focuses on the generation, analysis, and use of data and information relevant to decision making at the case, program, and policy levels. Students learn competencies and develop practice 14 The School of Social Service Administration

behaviors related to the collection, analysis, and use of data related to fundamental aspects of social work practice: problem assessment and definition; intervention formulation, implementation, and refinement; and evaluation. The course covers specification and measurement of various practice and social science concepts, sampling methods, data collection strategies, and statistical and graphical approaches to data analysis. Students with strong research background and skills may take a written exam and be eligible for a clinical research course (44501) or a data analysis course (48500) in their first year. Human Behavior and the Social Environment (32700). This course teaches biological and social science concepts concerning human development that are fundamental to social work practice: social and ecological systems; life course development; culture, ethnicity, and gender; stress, coping, and adaptation; and social issues related to development over the life course. It prepares students to use these conceptual frameworks to guide the process of assessment, intervention, and evaluation; and to critique and apply knowledge to understand person and environment. Students with extensive background in the socio-cultural, socio-economic, psychological, and cognitive contexts of human growth and behavior, may waive into an advanced course.

Human Diversity Requirement Social workers understand how diversity characterizes and shapes the human experience and is critical to the formation of identity. The dimensions of diversity are understood as the intersectionality of multiple factors including age, class, color, culture, disability, ethnicity, gender, gender identity and expression, immigration status, political ideology, race, religion, sex, and sexual orientation. Social workers appreciate that, as a consequence of difference, a person’s life experiences may include oppression, poverty, marginalization, and alienation as well as privilege, power, and acclaim. In keeping with the School’s mission and the commitment to educate students for practice in a heterogeneous society, curriculum content on human diversity is integrated into nearly every course. In addition, students must take one or more courses from a list of approved first- and second-year offerings. The requirement in human diversity is intended to provide students with an analytical framework to understand human behavior and political processes in the environment of a diverse society to satisfy the following 5 goals: 1. To promote respect for ethnic and cultural diversity as an integral part of social work’s commitment to preserve human dignity. 2. To foster knowledge and understanding of individuals, families, and communities in their socio-cultural and socio-economic contexts. 3. To analyze the ethnic and political issues related to the patterns, dynamics, and consequences of discrimination and oppression. 4. To develop skills to promote individual and social change toward social and economic justice. 5. To provide students a theoretical framework for integrating an approach toward diversity within students’ own particular area of expertise (e.g., clinical, community, organization, management). Each year students will be provided a list of courses that meet the diversity requirement. Students who would like to substitute a course must obtain a copy The University of Chicago 15

of the syllabus for that course and submit a written memo to the Dean of Students explaining why that course will meet the goals provided by the diversity requirement. Because the diversity requirement is intended to give students an analytical framework with which to integrate questions of diversity within their education at SSA, and to enhance the development of practice behaviors for work with diversity and difference in practice, no waivers of this course are considered. Approved courses in human diversity for the 2010–11 academic year are listed below. 42100 Aging and Mental Health 42800 Clinical Intervention with Socially Vulnerable Clients 43300 The Exceptional Child 43612 Immigrant Families and Adolescents 43900 Disability: Medical, Ethical, and Psychosocial Issues 44301 Psychodynamic Perspectives on Spirituality 44401 Sexuality across the Life Cycle 44800 Urban Adolescents in Their Families, Communities, and Schools: Issues for Research and Policy 47222 Promoting the Social and Academic Development of Children in Urban Environments 47500 The Health Services System 47801 Human Rights Perspective for Social Work Direct Practice 60200 Spirituality and Social Work Practice 60700 Cultural Differences in Clinical Work 61200 Introduction to Aging: 21st Century Perspectives 61400 The Social Meaning of Race 62500 Social Work with LGBT Clients 62800 Social Work Practice with Latinos

Field Placement Field instruction is an important component of professional education for social workers. Its purpose is to provide students with an opportunity to apply and integrate the knowledge, values, skills, and research learned in the classroom under the guidance of a skilled supervisor in a practice setting. Through the field experience, students develop a social work professional identity. It is in the field that they expand core and advanced competencies and apply practice behaviors. Field placements occur concurrently with course work throughout the duration of the master’s program. Students participate in a Field Learning Seminar to further the integration of theory and practice as part of their field requirement. In the first year, fieldwork is integrated with core and elective courses to provide direct practice experience with people in distress and the institutions established to help them. Students develop beginning competence in direct social work practice through experience in engagement, assessment, intervention, and evaluation. Full time students attend their internship for two days per week (16 hours) and complete 480 hours during the academic year. Students in the Extended Evening Program (EEP) attend their internships for one 8-hour day during the work week (Monday - Friday) and complete 400 hours over the course of 12 months, including during the summer. Toward the end of Winter Quarter, students make selections for second-year field placements. These selections will match their choice of concentration, either in a clinical practice setting or a social administration placement. 16 The School of Social Service Administration

The primary objective of the clinical practice field experience is to develop more advanced practice knowledge and competence in psychosocial assessment and intervention with individuals, couples, families, and groups. Students are expected to understand and apply more than one theoretical approach to clinical practice to prepare them for broad-based professional practice with a range of clients, problems, and environmental situations. Second year field instruction in the clinical concentration involves a minimum of 640 hours for full-time students, usually 24 hours a week, for 3 quarters. Part-time EEP students are in the field for one 8 hour day per work week (Monday – Friday), including the summer, and complete 720 hours in approximately 18 months. Social administration students undertake a 3-quarter field placement that is relevant to their major area of interest. The field placement enables students to work with professionals who occupy major positions in government, community agencies, health care organizations, and related social welfare organizations. Such placements give students opportunities to consider the role of social work in human service organizations. It enables them to apply social work ethical principals in managing human service organizations, communities, and analyzing policies that affect social work clients. It also provides them with opportunities to apply critical thinking in considering the role of social workers within political processes, economic systems, and organizational contexts. Placements give students a broad view of a social welfare problem and of the organized response to that problem. The combination of the placement and the required courses allows students to combine theoretical, substantive, analytical, and practical insights and to examine the tensions between theory and practice. Full-time social administration students may spend 2 or 3 days a week in the field for the entire academic year, depending on the field placement (a minimum of 496 hours). Part-time EEP students are in the field for one 8 hour day per work week (Monday – Friday), including the summer, and complete 576 hours in approximately 18 months. Increasing numbers of field placements require background checks, proof of immunizations, drug testing and/or documentation of liability insurance prior to beginning work at the agency. It is the students’ responsibility to ask their field instructors about prerequisite requirements before beginning the practicum. The Office of Field Education may be consulted as needed. A list of field placements for clinical practice and social administration for 2010-11 begins on page 149.

Th e Concentration Cu r r i cu l u m The master’s curriculum provides the opportunity for developing knowledge and practice behaviors for advanced practice in two major areas of social work and social welfare: clinical social work and social administration. Students begin taking courses in their concentrations in Spring quarter of their first year. The clinical practice curriculum includes required and elective courses designed to develop competencies and practice behaviors for direct social work practice, which encompass a broad range of psychosocial services for a variety of problems. Students may choose to specialize in a specific area of practice (e.g., health, mental health, family and child welfare) or with a specific target population (e.g., children). The social administration curriculum is designed to develop competencies and practice behaviors for social work in community organizations, management, advocacy, planning, policy development The University of Chicago 17

and implementation, and evaluation. Within the social administration concentration students can specialize by taking several courses in one area: management, policy analysis, or community organizing, planning, and development.

Clinical Practice Concentration The clinical concentration prepares students for advanced practice with individuals, families, and small groups. The program asks students to think critically about different theoretical systems, research findings, and practice methods. Students learn how to monitor progress and evaluate outcomes of interventions and how to determine which approaches are most effective. A defining feature of the program is the focus on the social, cultural, political, and economic contexts of vulnerability and need. Students are led to explore the organizational contexts of intervention. Advocacy is crucial, and courses consider the social worker’s role in helping organizations, communities, and society become more responsive to human needs. Direct practitioners serve a variety of roles in a wide range of settings, and graduates assume supervisory, management, and consulting responsibilities.

Required Courses Students who elect the concentration in clinical practice take the following courses: 1. A two-quarter course sequence in one practice method and at least one additional course in a different practice method sequence: behavioral (40403 or 40404, and 43212, 40922 or 43800), cognitive (41300 and 41400 or 40922), family systems (40800 and 41700, 40212, or 43401), or psychodynamic (41000 and 41100, 41200, or 44301). A one-quarter course in Evidence-based Clinical Practice (43212), Comparative Perspectives in Social Work Practice (42401), or Theoretical Foundations of Social Group Work (62300) can also be taken to fulfill the one quarter course requirement. 2. One Clinical Research class: 44501 Clinical Research: Using Evidence in Clinical Decision Making; 44503 Clinical Research: Evaluating Intervention Outcomes; or 44505 Clinical Research: Integrating Evidence into Practice. 3. One advanced human behavior in the social environment course (e.g., 42100 Aging and Mental Health; 42500 Adult Psychopathology; 42600 Diagnosing Mental Disorders in Children and Adolescents; 43300 The Exceptional Child). 4. A clinical field placement intended to provide students with an opportunity to develop, apply, and test practice knowledge and learn practice behaviors by working under the guidance of a supervisor in a clinical practice setting. Field instruction involves a minimum of 640 hours, usually 24 hours a week.

Electives Students have the opportunity to take elective courses in areas of special interest. Courses may be selected from the curriculum offerings on particular fields of practice, theories of behavior, treatment modalities, social problems, target populations, research methods, or from courses in the social administration concentration. Crossover courses—those courses likely to be of interest to both clinical and social administration students—bear on issues of supervision, management, and understanding organizational dynamics. Students also have the opportunity to gain interdisciplinary perspectives by taking courses in other graduate programs and professional schools of the University. 18 The School of Social Service Administration

Areas of Special Interest Students are expected to tailor their coursework to prepare for career interests and their individual learning goals. This can be organized around work with a particular client population or a field of practice. Courses in the curriculum naturally cluster around populations and problems. Building on the core competencies and practice behaviors and the required concentration courses, students can shape their course of study around areas of practice. The following areas of practice with recommended electives are intended as examples only. Students may select from all electives offered at SSA and relevant courses within the University.

Fa m i l y a n d Ch i l d Welfare 41700 Clinical Treatment of Abusive Family Systems 42201 Advanced Seminar on Violence and Trauma 42322 Child & Adolescent Substance Use 42912 Work and Family Policy: Policy Considerations for Family Support 48800 Child and Family Policy 60800 Child and Adolescent Trauma

Fa m i l y An d Co m m u n i t y Support 42201 Advanced Seminar on Violence and Trauma 42322 Child & Adolescent Substance Use 42700 Family Support Principles, Practice, and Program Development * 42912 Work and Family Policy: Policy Considerations for Family Support * 60800 Child and Adolescent Trauma 61100 Seminar in Violence Prevention * Required for Family Support Specialization

Health 40722 Death, Loss, and Grief across the Life Course 43401 Family Systems: Health and Mental Health 43900 Disability: Medical, Ethical, and Psychosocial Issues 46600 Special Problems in Health Care Management

Mental Health 40000 Clinical Intervention in Substance Abuse 40212 Couples Therapy 41700 Clinical Treatment of Abusive Family Systems 42001 Substance Use Practice 42500 Adult Psychopathology 42600 Diagnosing Mental Disorders in Children and Adolescents

Older Ad u l t s 40722 Death, Loss, and Grief across the Life Course 42100 Aging and Mental Health * 49012 Aging and Public Policy * 61200 Introduction to Aging: 21st Century Perspectives * Required for Older Adult Specialization The University of Chicago 19

Sc h o o l So c i a l Wo r k 40300 Treatment of Children 41600 Public School Systems and Service Populations * 41900 Treatment of Adolescents: A Contextual Perspective 42201 Advanced Seminar on Violence and Trauma 42322 Child & Adolescent Substance Use 42600 Diagnosing Mental Disorders in Children and Adolescents 43300 The Exceptional Child * 44800 Urban Adolescents in Their Families, Communities, and Schools: Issues for Research and Policy 47222 Promoting the Social and Academic Development of Children in Urban Environments 60800 Child and Adolescent Trauma 61500 Urban Education and Educational Policy 61600 Strategies for Working with Infants, Toddlers, and their Parents 61700 Group Work with Children * Required for School Social Work Program Students are invited to consider courses from the social administration offerings such as: 45900 Staff Development and Supervision: A Systems Approach; 46412 The Evaluation of Social Welfare Programs and Policies; and 48300 Theories and Strategies of Community Change.

So c i a l Administration Concentration The social administration concentration prepares students for professional practice in community organizing, planning, and development; human services management; and policy analysis. Students are prepared for jobs such as positions in federal, state, county, and municipal government; private non-profit and for-profit organizations; public policy research and advocacy organizations; community-based organizations and action groups; and electoral politics at all levels of government. The social administration concentration provides students with advanced instruction in the economics, politics, and organization of social welfare. It enables students to develop competencies and the analytical and research skills needed to advocate for client groups and communities, and to plan, implement, and evaluate programs and policies at various levels of intervention.

Requirements Students who elect the concentration in social administration take the following courses: 1. 45400 Economics for Social Welfare 2. 46712 Organizational Theory and Analysis for Human Services 3. 46800 Political Processes in Policy Formulation and Implementation 4. 48500 Data for Policy Analysis and Management 5. Field Placement. The field placement enables students to develop competencies and practice behaviors related to social work in human service organizations. Students will develop a broad view of a social welfare problem and engage in advanced practice behaviors to respond to that problem. 20 The School of Social Service Administration

Clusters and Elective Courses In addition to the required courses listed above, the social administration concentration offers several other courses organized within three clusters: Community Organizing, Planning, and Development; Management; and Policy Planning, Analysis, and Advocacy. In choosing electives, students are encouraged to focus their study by selecting the recommended courses from one of the clusters.

Community Organizing, Planning, and Development This sequence of recommended courses provides the conceptual and substantive knowledge base and practice behaviors underlying professional practice in community organizing, planning, and development. Traditionally, the field of community organization has encompassed distinct modes or strategies of intervention—social planning, social action, and community development—by which professionals help community groups engage in purposive, collective change. More recently, such groups have sought to draw from multiple traditions and to build community across a number of boundaries to enhance the effectiveness of community responses to contemporary social welfare challenges. The goals of the community organizing, planning, and development cluster are: • To introduce students to the important theories of community organization and change, so that students can assess the role and prospects for success of community-level interventions; • To instruct students in the major traditions of community intervention and to investigate the potential value of those traditions in confronting contemporary problems; • To familiarize students with the broader political, economic, and spatial environments within which urban and community action takes place; • To develop analytical abilities in strategic decision making so that students may engage successfully in different modes of community intervention; • To develop the critical skills to evaluate the effectiveness of various strategies, actions, and programs. These goals are realized through coursework and field placements, as well as student initiated activities and other program offerings. SSA faculty recommend that cluster students first take the core community course (48300), followed by at least one course in each of the two subsequent areas. I. Community Core 48300 Theories and Strategies of Community Change II. Community and Context 48200 Seminar: Political Economy of Urban Development 49812 Community Organization: Historical Contexts and Current Challenges 47622 Community Development in International Perspective III. Selected Strategies 42912 Work and Family Policy: Policy Considerations for Family Support 45312 Urban Social Movements 48112 Community Organizing The University of Chicago 21

Management This sequence of recommended courses teaches students analytic approaches and practice behaviors for enhancing the effectiveness of human service organizations serving disadvantaged populations. The goals of the management cluster are: • To familiarize students with the theories and analytical frameworks useful for developing and implementing effective organizational policies and practices; • To instruct students in strategies that can enable human service organizations to respond effectively to external threats and opportunities; • To help students develop competencies in modern management methods, such as staff supervision and development, negotiation, participatory decision making, organizational development, and agency budgeting. SSA faculty recommend taking two foundation courses in management and at least one management methods course, and selecting from substantive elective courses. Foundation courses 47000 Nonprofit Organizations: Concepts and Practice 49412 Nonprofit Organizations and Advocacy for Social Change Methods courses 47300 Strategic Management: External Factors 49600 Financial Management for Nonprofit Organizations 49701 Administrative Methods Electives 45900 Staff Development and Supervision: A Systems Approach 46412 The Evaluation of Social Welfare Programs and Policies

Policy Planning, Analysis, and Advocacy This sequence of recommended courses teaches students the conceptual and technical knowledge and practice behaviors underlying policy planning, analysis, and evaluation in social welfare. The goals of the policy cluster are: • To instruct students in modes of analyzing social welfare policies systematically through the construction and use of formal conceptual policy design frameworks, empirical evidence, and policy arguments; • To assist students in learning the analytical and quantitative skills of cost benefit and cost effectiveness analysis, decision analysis, causal modeling, survey research, and field experimentation; • To deepen students’ understanding of the political and ethical dilemmas which accompany most policy making and evaluation problems in social welfare. Foundation course 45600 Policy Analysis: Methods and Applications One substantive elective from the list below 42912 Work and Family Policy: Policy Considerations for Family Support 44700 Health Policy 44800 Urban Adolescents in Their Families, Communities, and Schools: Issues for Research and Policy 46412 The Evaluation of Social Welfare Programs and Policies 22 The School of Social Service Administration

46600 Special Problems in Health Care Management 47222 Promoting the Social and Academic Development of Children in Urban Environments 47500 The Health Services System 48800 Child and Family Policy 49012 Aging and Public Policy 60300 Workforce and Workplace Development: Inequality in Employment 60400 Poverty, Inequality, and the Welfare State 61100 Seminar in Violence Prevention 61500 Urban Education and Educational Policy

Crossover Courses Most of the courses that are located in either the clinical practice or social administration concentration are of potential interest to students in both concentrations. Clinical students are encouraged to take courses in social administration and vice versa. A number of courses have been identified as being particularly relevant for both groups. Several bear on issues of supervision, management, and understanding organizational dynamics. They include: 42100 Aging and Mental Health 42700 Family Support Principles, Practice, and Program Development 42912 Work and Family Policy: Policy Considerations for Family Support 44800 Urban Adolescents in Their Families, Communities, and Schools: Issues for Research and Policy 45900 Staff Development and Supervision: A Systems Approach 46412 The Evaluation of Social Welfare Programs and Policies 47222 Promoting the Social and Academic Development of Children in Urban Environments 47500 The Health Services System 49112 Children, Families, and the Law 49600 Financial Management for Nonprofit Organizations 61100 Seminar in Violence Prevention 61400 The Social Meaning of Race

Programs o f Stu d y Special programs are designated areas within the SSA curriculum that allow students to tailor their degree program to their professional interests. By using electives in the degree program to meet requirements of a special program, students build a curriculum that uniquely addresses their interests and prepares them for work in a particular area of social work. Each of the special programs has prescribed requirements, either required courses or sets of courses from which students may choose. Importantly, each program combines study with a related field experience to allow students to connect their theoretical learning with the development of competencies in a particular area of practice. The University of Chicago 23

School-Based Programs School Social Work (Type 73 Certification) The School Social Work program provides students with the knowledge, skills, values, and experience needed to develop competencies and practice behaviors for certification as school social workers. Through the combination of coursework and fieldwork, students in the school social work program are provided a specialized curriculum that will enable them to become effective practitioners within the context of the public school system. In addition to the requirements of the clinical practice concentration, students in the school social work program are required to take three courses specifically designed for their specialization. Students are required to take 41600 Public School Systems and Service Populations, and 43300 The Exceptional Child. The course 41600 Public School Systems and Service Populations is designed to acquaint students with the organization of the public schools, implementation of special education mandates, services to culturally and economically diverse populations, how to recognize elements of an effective school, and the role of the social worker in a variety of public school settings. The course on exceptional children is directed at the role of the school social worker in providing service to children and their families in a school setting. Methods of evaluating disorders and current research in the field are covered. Students select one of the following courses: 44800 Urban Adolescents in Their Families, Communities, and Schools: Issues for Research and Policy; 47222 Promoting the Social and Academic Development of Children in Urban Environments; or 61500 Urban Education and Educational Policy. Students interested in the school social work concentration for Illinois Type 73 Certification need to pass the basic skills test administered by the Illinois State Board of Education before beginning their school social work placement.

Community Schools Program The Community Schools program prepares social workers for new roles in schools. Community school leaders work on many levels within a school, developing effective after-school and youth development programs, fostering effective school- community partnerships, and developing effective school communities that promote the physical and mental health, emotional and social development, and educational development of youth. The Community Schools program builds on and links to our programs in community development and family support, but adds a substantive focus on education. Students interested in community schools take the social administration concentration or clinical concentration, and have a second-year placement in a community school. In addition, they are required to take 41600 Public School Systems and Service Populations and two of the following courses: 44800 Urban Adolescents in their Families, Communities & Schools: Issues for Research and Policy, 47222 Promoting the Social and Academic Development of Children in Urban Environments, or 61500 Urban Education and Educational Policy. In addition, students are encouraged to select from a range of courses in community development, management, family support, and treatment of children and adolescents. Students interested in preparing for Type 73 certification who are also in the Community Schools Program need to complete all of the requirements stated in the previous section. 24 The School of Social Service Administration

Evidence-based Practice Evidence-based Practice is the integration of the best available research evidence with clinical expertise. Clinical students who elect the EBP program will learn how to formulate evidence-based questions from their practice, conduct a search for relevant evidence, and evaluate the quality of the evidence. The program will teach how to determine the appropriateness of the evidence for their clients and practice setting, how to implement the intervention, and how to evaluate the outcome of their intervention. The Integrated Dual Disorder Treatment Model (IDDTM) will be used as a practice exemplar of EBP. In addition to the evidence-based skills described above, students will learn to implement specific interventions for individuals with dual (mental health and substance abuse) disorders. Arrangements have been made with specific fieldwork settings so that students will be able to use evidence-based interventions and evaluate the outcome of these interventions with their clients. Students in the EBP program take the clinical concentration and two required courses. Their second year placements will be in sites in which students use an evidence-based approach to social work practice. The required courses are: Evidence- based Clinical Practice (43212) and Clinical Research (44501). In Evidence-based Clinical Practice students develop competence in basic EBP skills and IDDTM interventions and develop evidence based interventions for their clients. In Clinical Research (44501), students complete their introduction to IDDTM interventions and begin learning the use of client data in clinical decision making and how to evaluate the outcome of their interventions. The recommended courses include Adult Psychopathology (42500) and Clinical Intervention in Substance Abuse (40000) or Substance Use Practice (42001).

Advanced AODA (Alcohol and Other Drug Abuse Counselor) Training Program SSA is an Illinois Alcohol and Other Drug Abuse Professional Certification Association (IAODAPCA) Accredited Advanced AODA Counselor Training Program (ATP). The goals of this program are: • To prepare students to develop competencies and practice behaviors required by people currently experiencing, or at risk of having, problems with alcohol and other drugs; • To prepare students to provide services in addictions treatment settings and in non-addictions settings; • To introduce students to a range of approaches to treatment of substance use problems; • To introduce students to substance use problems in specific populations such as individuals with dual disorders, older adults, women, and adolescents. Requirements for students in this program include three courses and a field placement which addresses substance use issues. Required courses are: Clinical Intervention in Substance Abuse (40000), Substance Use Practice (42001), and Clinical Treatment of Abusive Family Systems (41700). Adult Psychopathology (42500) is highly recommended. Students interested in IAODAPCA certification will be at a substance abuse agency or other placement in which at least half of their time is spent addressing substance use issues. The University of Chicago 25

Family Support Program To meet the growing national need for preventive and community-oriented services for families, SSA created a program in Family Support. The knowledge base is interdisciplinary, drawing primarily from social and biological science theories and research as well as practice theories and research. Core values include an ecological orientation, a focus on prevention of problems and promotion of desirable outcomes, and a commitment to strength-based partnerships between professionals, participants, and other stakeholders. Basic skills for family support reflect the full range of social work services: individual, family, group, organization, community, administration, and policy work. Family support also draws on a broad range of specialized skills, including program design, implementation, and evaluation, formation and facilitation of groups, home visiting, community building, and inter-agency collaboration. Students interested in Family Support can be in either the clinical or social administration concentration and have a placement in an agency that practices family support principles. In addition, all students take two required courses in Family Support. Family Support Principles, Practice, and Program Development (42700) explores the theoretical principles and values underlying family support. Work and Family Policy: Policy Considerations for Family Support (42912) provides students with the knowledge and skills to consider policy issues related to work and families. Students who specialize in family support choose an internship specifically designed for this program.

The Graduate Program in Health Administration and Policy Founded in 1934, the Graduate Program in Health Administration and Policy (GPHAP) has an impressive legacy of providing students with the preparation and competitive advantage they need to be leaders in the health care field. Today, with more than 900 alumni, GPHAP continues this tradition as an interdisciplinary program that draws students from the Booth School of Business, the Harris School of Public Policy Studies, School of Social Service Administration, and Pritzker Medical School. GPHAP is intended for those considering careers in health services, management, policy, research, consulting, and finance. Building on the core education provided by the participating schools, GPHAP students must complete a series of academic, practical, and co-curricular requirements. The program aims to provide the conceptual frameworks and analytical skills students need to graduate prepared to be effective in a broad range of health care careers. With a strong foundation in economics, organizational behavior, policy, and financial management, the core curriculum is complemented by internships and co-curricular activities. Social administration students interested in careers related to health services may simultaneously earn a certificate in health administration and policy through the normal course load required for the master’s degree. Concurrent to SSA requirements, GPHAP students must take four health related courses and one finance course. In addition, GPHAP students are expected to complete health-related field placements and engage in three co-curricular activities per quarter such as seminars, workshops, and networking events, and provide written summaries of these experiences. As a part of GPHAP, students are also eligible for opportunities such as fellowships, research assistantships, and internships, all of which develop leadership skills 26 The School of Social Service Administration

and augment academic credentials. GPHAP students also benefit from a range of exclusive program activities including special events to help students explore a variety of career options, alumni networking events, and notification of health-related workshops and seminars on- and off-campus. For more detailed program information and admissions guidelines, please visit the GPHAP website at gphap.uchicago.edu.

Older Adult Studies Program To advance the preparation of geriatric social workers and to strengthen the quality of care given to a growing older population, SSA developed an Older Adult Studies program. Social workers bring a unique, multi-faceted perspective to working with older adults. Their education develops the capacity to respond to an older person’s need for support and intervention in multiple domains. Social workers bring an understanding of an older person’s strengths and resiliency as well as strong assessment, problem-solving, and advocacy skills. This program combines an understanding of the person-in-environment as well as an awareness of the web of institutional relationships linking the older adult to society and social policy. Students will learn competencies and develop practice behaviors to provide services and shape programs and policies dealing with older adults. Students interested in working with older adults take either the clinical or social administration concentration, two required courses, and a placement in which they work with older adults. Students take Aging and Mental Health (42100) which integrates the theories and practice skills needed for effective clinical work with older adults and their families. Aging and Public Policy (49012) helps students to understand the design and delivery of services and their implications for the social, economic, and physical welfare of the aged and their caregivers. We offer a unique approach to field learning which provides the student maximum exposure to the aging person and the services and systems designed to support older people and their families.

Program on Poverty and Inequality Poverty and inequality create enormous challenges for contemporary modern societies. In the United States, despite more than a century of social welfare efforts— public and private—these conditions continue to present fundamental problems to our society and polity. This program offers students professional training to take up problems of poverty and inequality in their professional careers. It provides the basic knowledge and skills needed to prepare social workers to engage in efforts to alleviate poverty and inequality as program managers, policy analysts, and community advocates. The program will expose students to issues regarding poverty and inequality both in the United States and in international settings. Students selecting this program will be expected to take two foundation courses, one addressing poverty, Poverty, Inequality, and the Welfare State (60400), and the other addressing workforce issues, Workforce and Workplace Development: Inequality in Employment (60300). Students in the program can select electives drawn from a variety of courses offered at SSA and in other parts of the University. For 2010–11, recommended electives include Place, Poverty, and Social Policy (61900) and Work and Family Policy: Policy Considerations for Family Support (42912). The University of Chicago 27

Violence Prevention While the social work profession, as well as allied professions, have traditionally responded to interpersonal violence after the fact, violence prevention continues to grow rapidly as a discernable and distinct set of programs and intervention strategies, and as a field with developing policy initiatives and implications. The field of violence prevention therefore increasingly requires professionals with the intellectual and skill set training to address the problem of interpersonal violence proactively and strategically. Students interested in violence prevention can take the clinical or social administration concentration. They will have a second-year placement focused on violence prevention and will take Seminar in Violence Prevention (61100). In addition, students will take a relevant elective from the following list: Clinical Treatment of Abusive Family Systems (41700); Advanced Seminar on Violence and Trauma (42201); Child and Adolescent Trauma (60800). Students can also select an elective from other parts of the University.

International Program International perspectives on social welfare are crucial to SSA’s leadership role in social policy and social work. There are several ways in which students can participate in the program. For example: • An intensive, four week, study-abroad program focused on urban poverty and community practice in India was launched in August, 2010. In collaboration with the Tata Institute of the Social Sciences Centre for Community Organization and Development Practice in Mumbai, SSA students had the opportunity to learn about key issues in international social welfare and gain academic and field experience in international social work practice. The program is open to students in the clinical or social administration concentration. There is an application process in spring quarter for interested students. • We currently offer courses which focus on international social work and social welfare, cross-national comparative perspectives, or focus on implications that global processes may have on social work practice. Courses available at SSA in 2010-2011 include: 43612 Immigrant Families and Adolescents 47622 Community Development in International Perspective 47801 Human Rights Perspective for Social Work Direct Practice 60100 Drugs: Culture and Context 60400 Poverty, Inequality, and the Welfare State 60700 Cultural Differences in Clinical Work 62700 Clinical Work in an International Context 62900 The Third Sector in Society: An International Perspective Additional courses are available at other units of the University including the Human Rights Program, The Harris School of Public Policy Studies, The Pritzker School of Medicine, The Law School, The Booth School of Business, and The Center for the Study of Race, Politics, and Culture. Check individual school schedules for courses and times. 28 The School of Social Service Administration

Extended Ev e n i n g Program The School of Social Service Administration offers a three-year Extended Evening Program (EEP) to meet the educational needs of working adults. The program enables students to complete the Master of Arts degree requirements by attending classes part-time in the evenings during three years of continuous enrollment. EEP requires the same number of hours and credits in class and fieldwork as the full-time program. Required courses are scheduled from 5:30 p.m. to 8:20 p.m., two evenings a week. It is especially important for EEP students to take the required concentration courses in the specified sequence, since most of these courses are offered in the evening on an every-other-year basis. Because of scheduling constraints, students in the EEP do not have as full a selection of courses as students in the day program. To take advantage of alternative course offerings, EEP students are encouraged to arrange their work schedules so that they can take some of the daytime courses at SSA and other units of the University. EEP students complete two field placements. The first placement, or core placement, consists of 400 hours in the field. It typically occurs from the beginning of the Autumn quarter of the first year, through the following summer, and into the Autumn quarter of the second year. The second field placement consists of 720 hours for students in the clinical practice concentration and 576 hours for students in the social administration concentration. It typically begins during the Autumn or Winter quarter of the second year, includes the summer, and continues through the third academic year. Students are required to spend a minimum of eight hours each week in both the first and second field placements. Part-time evening students spend one eight hour weekday (Monday-Friday) in the field on a consistent schedule including over the summer. Students are encouraged to talk with their employers about the necessity of having some flexibility in their weekday schedules while in school. Students working in qualified agencies may be able to arrange one of the two field placements at their places of employment. All students must successfully complete the core field placement requirement before registering for the concentration courses in the Winter quarter of their second year. Increasing numbers of field placements require background checks, proof of immunizations, drug testing and/or documentation of liability insurance prior to beginning work at the agency. The Field Education Office informs students of these requirements before beginning the practicum. Financial aid and student loans are available for part-time study based on a combination of merit and need. Additional information can be obtained from the Dean of Students.

Jo i n t Degree Programs SSA offers several opportunities for students to combine professional degrees to create a unique multi-faceted program. These joint or dual degree programs link professional study in two complementary realms of expertise to provide the student with multiple tools and approaches to address the issues of social change. There are many practical advantages to the combined degree programs, including an interdisciplinary exploration of a field of interest and a wider range of career The University of Chicago 29

choices upon graduation. Generally, the combined degree programs allow students to fulfill the requirements of both degree programs in one year less than if pursued separately. Joint degree programs are available between SSA and the Booth School of Business, the Harris School of Public Policy Studies, and the Divinity School. Dual degrees are also available between SSA and the Chicago Cluster of Theological Schools. Students must pursue formal admission to both degree programs through the admissions department of each respective school. If a student is currently enrolled in the first year of a professional school, he or she may apply for admission to another program to begin the combined degree. Students may apply for admission to both programs at the same time and defer one program for a year.

Joint A.M./M.B.A. Program Students interested in pursuing both the A.M. degree in the School of Social Service Administration and the M.B.A. in the Booth School of Business may enroll in the joint A.M./M.B.A. program. This option enables students to complete both degrees in three years. For the M.B.A. component of the program, students must complete 14 courses while registered in the Booth School of Business and must satisfy all of the specific requirements of the M.B.A. curriculum. As in the case of all M.B.A. students, those enrolled in the joint degree program may count six courses taken outside of the Booth School of Business as free electives in the normal 20-course requirement for the M.B.A. Course requirements for the A.M. component of the program include core and concentration courses with appropriate elective credit given to relevant courses taken in the Booth School of Business. A normal program consists of 14 courses in the Booth School of Business and 13 courses in the School of Social Service Administration. Applicants seeking admission to the joint A.M./M.B.A. program must meet the entrance requirements and satisfy the basic undergraduate degree requirements of both the School of Social Service Administration and the Booth School of Business. Information for current students who wish to consider joining this program may be obtained by contacting the Deans of Students of both the School of Social Service Administration and the Booth School of Business. Applicants should contact the Directors of Admission.

Joint A.M./M.P.P. Program Students interested in pursuing both the master’s degree in the School of Social Service Administration and the master’s in public policy in the Harris School of Public Policy Studies may enroll in the joint A.M./M.P.P. program. This option enables students to complete both degrees in three years. Students in this program must satisfy all of the requirements in both schools. Joint degree students will be required to take 13 courses with SSA and 14 courses with the Harris School, including SSA’s six core courses and the Harris School’s seven core courses. Applicants to the joint A.M./M.P.P. program must meet the entrance requirements and follow the application procedures for both schools. Information for current students who wish to consider joining this program may be obtained by contacting the Deans of Students of both the School of Social Service Administration and 30 The School of Social Service Administration

the Harris School of Public Policy Studies. Applicants should contact the Directors of Admission.

Joint A.M./M.Div. Program The School of Social Service Administration and the Divinity School of the University of Chicago have designed a program of study that permits students to earn both the A.M. and the M.Div. degrees in one academic year less than if they completed both degree programs consecutively. Students in this joint program apply certain course credits toward partial satisfaction of the requirements for both degrees. Applicants to the joint A.M./M.Div. program must meet the entrance requirements and follow the application procedures of both schools. Information for current students who wish to consider joining this program may be obtained by contacting the Deans of Students of both the School of Social Service Administration and the Divinity School. Applicants should contact the Directors of Admission.

Dual A.M./M.Div. Programs The School of Social Service Administration has designed programs of study with several of the schools comprising The Chicago Cluster of Theological Schools. These programs enable students who are interested in developing dual competence in social work and ministry to earn both the A.M. and M.Div. degrees in one academic year less than if they completed both degree programs consecutively. Applicants to these dual degree programs must meet the entrance requirements and follow the application procedures of both the School of Social Service Administration and the specific theological school to which they wish to apply. The theological schools with which SSA has dual A.M./M.Div. degree programs are the following:

Catholic Theological Union at Chicago Meadville/Lombard Theological School 5401 S. Cornell Ave. 5701 S.Woodlawn Ave. Chicago, IL 60615 Chicago, IL 60637 McCormick Theological Seminary Lutheran School of Theology at Chicago 5555 S.Woodlawn Ave. 1100 E. 55th St. Chicago, IL 60637 Chicago, IL 60615 Chicago Theological Seminary 5757 S. University Ave. Chicago, IL 60637 The University of Chicago 31

15-Mo n t h Accelerated Program The 15-month program is designed for exceptional students who have graduated from an accredited baccalaureate social work program within the past five years. Enrollment in the Accelerated Master’s Degree Program will be limited to 20 students per year who will complete five quarters of full-time study in their chosen concentration, including 12 advanced courses and 700 hours of field placement. Students will have the opportunity to participate in SSA’s advanced curricular options (specializa- tions) along with an extended field placement.

BA/MA Program Fo r Students In Th e College Qualified University of Chicago college students who wish to pursue a joint MA degree in social work at the School of Social Service Administration should consult with the BA/MA adviser in the College and with the Director of Admissions at SSA early in their third year. They are expected to have a GPA of 3.25 or higher and to have completed their general education requirements. To be admitted to the joint program, students must have no more than two courses remaining in their College major program. Those two courses may be taken in the autumn and winter quarters of the fourth year. Students should be aware that they will be taking nine courses in their fourth year: Four SSA Core courses, 3 additional SSA courses which must fill content requirements within the SSA Core curriculum, and 2 electives. These electives may be counted toward the College major with the approval of the Director of Undergraduate Studies in the major. Students will also work in a field placement. BA/MA students enter joint residence status during the three quarters prior to the anticipated date of College graduation, during which time they will be charged tuition at SSA’s graduate rates.

Combined AM/PhD The School has a combined AM/PhD program for students admitted into the doctoral program who do not already have a master’s in social work. The AM/PhD program has blended requirements that allow some doctoral courses to be applied toward the master’s degree. Participation in the combined program typically adds a year to the length of doctoral studies. Most students admitted into the doctoral program already have a master’s degree in social work. Students admitted into the doctoral program who do not have a master’s degree in social work are strongly encouraged to consider the combined program; students admitted into the doctoral program without a master’s degree in any related field are required to enroll in the combined program.

Do ct o r a l Degree Program For almost 90 years, the University of Chicago School of Social Service Administration has provided advanced training for those interested in pursuing academic careers in social work and social welfare. The doctoral degree program is designed to deepen students’ mastery of both theory and research methods to prepare them to contribute to scholarly knowledge in innovative ways. The program accommodates students who are interested in developing and evaluating practice methods as well as those interested in understanding social problems and accompanying institutional and political responses. The diverse training of SSA’s faculty makes it uniquely posi- 32 The School of Social Service Administration

tioned to support an interdisciplinary course of study. SSA’s doctoral graduates include a long list of leaders in the fields of social work and social welfare.

Cu r r i cu l u m The doctoral curriculum is designed to ensure expertise in theory, research methods, and a substantive area of specialization. Students develop individualized programs that combine required and elective coursework within SSA, coursework in other University departments, and independent study. The curriculum offers students a cohesive program of study with the flexibility to pursue their own scholarly interests. The School provides opportunities for concentrated study in direct practice, social policy, and community or organizational analysis. In addition, it supports students in developing specialized expertise in understanding and investigating a particular social welfare problem or issue (e.g., substance abuse, child welfare, work and family policy, social welfare policy, preventive services for youth, health policy, education, services for the elderly, economic and community development, crime, and clinical decision-making, to name a few). In consultation with a faculty advisor, each student develops a program of study that includes courses, a qualifying examination, a pre-dissertation research project, a dissertation proposal, and dissertation research. From coursework in the first years to dissertation defense, the program ideally takes 4 to 5 years. Students also have the opportunity to participate in teaching and research activities at the School as teaching and research assistants. Students are expected to conduct a pre-dissertation research project, usually in close collaboration with a faculty member, that they write up and submit for publication. As an integral part of a major research university, the doctoral program at SSA enjoys full access to a rich array of course offerings within the University of Chicago. In addition to taking courses at SSA, students take courses in social science departments such as Sociology, Human Development, Anthropology, Economics, and Political Science and in the professional schools of Business, Medicine, Law, and Public Policy Studies.

Supports Fo r Students Students in the doctoral program receive a stipend and full tuition and fees for 5 years. All admitted students are eligible to receive an $18,000 stipend each year in years 1 to 5. To qualify for this financial aid, students must 1) meet income eligibility criteria, 2) maintain satisfactory progress, and 3) limit any outside, paid employment to 15 hours a week.* In addition, students with stipends in their first and second year will be expected to work as a research assistant with an SSA faculty member for 10 to 12 hours a week; students in years 3, 4, and 5 can fulfill this work requirement through teaching and/or research. The School pays 82% of tuition during years 6 through 10. To help ensure that they get the support needed to develop a customized program of study, all students work closely with an advisor. Students meet with advisors when selecting courses, but also once a year to complete a “self-assessment” in which they jointly review their program of study. The assessment is concerned with developing expertise rather than meeting milestones, so that conversations between student and advisor focus on intellectual and skill development. The University of Chicago 33

*Stipend support is provided to allow students to concentrate their time and energy on fulfilling the requirements of the program. To maximally benefit from the scholarly resources at the University and maintain satisfactory progress in the program (see timeline on the next page), the School strongly encourages students not to accept outside employment in their first year of study and to limit their employment to relevant teaching and research jobs in subsequent years.

Requirements Fo r Th e Ph.D. Degree Students will take a minimum of 15 courses. At least 5 classes will be in research methods. At least 3 courses must be taken in other departments or professional schools. It is expected that these 3 courses will be in a single discipline. Courses in research or statistical methods do not fulfill this requirement. Students must maintain a satisfactory level of academic performance in meeting these course requirements. Students must pass a qualifying examination that assesses their understanding of the history and philosophy of social work as well as their understanding of core literatures in 2 of 8 conceptual domains that inform direct practice, policy, or organizational research. The examination process includes a take-home, open-book examination completed during a 1-week period at the end of the summer following the students’ second year. It also includes a short (15-page) paper that the student completes during that summer, with input from a 2-person faculty committee established by the student. The examination is based on reading lists developed by the faculty; individual students develop a brief supplemental reading list that they can also draw on in their short paper. The reading lists for the qualifying examination overlap with reading lists for courses offered at SSA. Finally, students are required to successfully complete a dissertation research project. As the culmination of the doctoral program, the dissertation reflects the student’s ability to use theoretical knowledge and analytic tools to add to what is known about social welfare and social work. Doctoral students are reminded that many schools of social work require faculty to have a master’s degree in social work. The School has blended requirements so that students who enter without an MSW or equivalent degree can complete the master’s degree in the course of completing the doctoral program. All doctoral students must register for 2 years of scholastic residence in which they take courses full time. Those who will also be working on their master’s degree while at SSA will typically register for 3 years of scholastic residence. Thereafter, all students must register for advanced residence for a minimum of 3 quarters during each calendar year until receipt of the degree.

Timeline Because the time needed to complete the dissertation varies widely, the time required for completion of the Ph.D. program also varies. In general, students take from 4 to 6 years to complete all requirements. The table below lays out the School’s definition of satisfactory progress in the program: 34 The School of Social Service Administration

Timeline For Completion Of Program Requirements Requirements First Year Second Year Third Year Fourth Year and Beyond Coursework Coursework Coursework Qualifying Completed Exam by beginning of year Dissertation Pre- Pre- Dissertation Dissertation dissertation dissertation proposal data collec- research research tion, analysis, writing, and defense Assistantships Research Research Teaching Teaching assistantship assistantship assistantship assistantship

 The University of Chicago 35

Admission Requirements

In keeping with its long-standing traditions and policies, the University of Chicago considers students, employees, applicants for admission or employment, and those seeking access to programs on the basis of individual merit. The University, therefore, does not discriminate on the basis of race, color, religion, sex, sexual orientation, gender identity, national or ethnic origin, age, disability, or veteran status, and does not discriminate against members of protected classes under the law. The Affirmative Action Officer (773.702.5671) is the University official responsible for coordinating the University’s adherence to this policy and the related federal, state and local laws and regulations (including Section 504 of the Rehabilitation Act of 1973, as amended, and the Americans with Disabilities Act).

Master Of Arts Students

First Ye a r The academic requirement for admission is a bachelor’s degree with a liberal arts background. It is expected that the quality of undergraduate record will be strong enough to ensure the candidate’s ability to do work for credit at the graduate level. Ordinarily, applicants with less than a 2.8 undergraduate grade-point average on a 4-point scale will not be considered without a period of successful post-bachelor’s social work employment. The Graduate Record Examination is not required; however, applicants with low undergraduate grade-point averages may wish to submit their GRE Aptitude Test scores as a possible means of strengthening their applications. Neither the content nor the major subject of the undergraduate program is rigidly prescribed. The master’s program is built upon the assumption that students enter with a strong liberal arts education and a well-rounded knowledge of the social sciences obtained through study of some of the following subjects: economics, political science, sociology, history, cultural anthropology, and psychology. Because social welfare programs, private as well as public, operate within and are affected by governmental structure and economic institutions, it is especially desirable for students to have had at least an introductory course in U.S. government or history and in economics. Although a statistics course is not formally required for admission to the master’s degree program, incoming students should be aware that it is def- initely to their advantage to have at least an introductory statistics course before entering the program. Such a course would provide valuable preparation for SSA required research courses. Enrollment in the School is limited each year, and applicants are advised that the committee on admissions selects only those applicants who, in its judgment, appear best qualified and capable of using the resources that the School provides. The committee considers all evidence that may indicate academic and professional promise. Crucial factors in the admission decision include: special distinction in undergraduate work, volunteer or work experience in the field of social welfare, letters of recommendation, the written supplementary statement, and outstanding achievements. 36 The School of Social Service Administration

Se c o n d Ye a r

Continuing Students The student who takes the entire degree program at the University of Chicago must meet the following requirements before beginning the second year: 1. A minimum grade-point average of 2.50 on a 4-point scale upon the completion of the first year of full-time study or completion of 9 courses. 2. Satisfactory performance in field instruction, indicating readiness for an advanced field placement.

Transfer Students The transfer student who has completed a first-year program and a field placement (480 hours) in another accredited school of social work within the past 3 years is generally eligible to enter the School in the Autumn quarter and complete degree requirements in 3 quarters by following a regular second-year program, if the program in the other school covered the content of the first-year program at SSA. Transfer applicants should enclose with their supplementary materials packet a catalog from the school of social work in which their first-year program was taken.

Returning Students Individuals wishing to return to the School after being out of residence must reapply for admission. Students absent from the program for 5 years or more will be required to repeat all coursework and internships.

Do ct o r a l Students An applicant for admission to the doctoral program must have demonstrated potential to contribute to scholarship in the field of social work and social welfare. Judgments on applicants are based on academic records at undergraduate and graduate levels, prior research and professional experience, writing samples demon- strating analytic ability, and other evidence of superior achievement and of interest in pursuing an academic appointment. With the exception of applicants seeking admission to the combined A.M. and Ph.D. program, applicants to the Ph.D. program must have completed a master’s degree in social work or a related field prior to beginning advanced study. Applicants who wish to seek faculty positions upon graduation in schools of social work are advised that the Council on Social Work Education requires a master’s degree in social work in order to teach practice courses.

Students f r o m Other Countries Because the requirements for professional employment in Canada and the United States are similar, the requirements for admission are the same for Canadian students and students from the United States. Some adaptations in admission requirements are made for students from other countries as follows: 1. The student from another country is expected to have a baccalaureate-level degree or its equivalent and to have completed social work training in the home country and/or to have had work experience in a social agency before applying for admission to the master’s program. Exceptions are occasionally The University of Chicago 37

made when the individual is currently completing undergraduate education in this country. 2. The student from another country must have fluency in spoken English. The fieldwork courses demand use of idiomatic English from the beginning of the period of study. All applicants from other countries must submit scores from either the Test of English as a Foreign Language (TOEFL) or the International English Language Testing System (IELTS). SSA requires a TOEFL score of 104 with sub scores of 26 each (250 on the earlier computerized test with a score of 25 in each component section) or a score of 7 with sub scores of 7 each on the IELTS exam.

Application Pr o c e d u r e s f o r Degree Students All inquiries about admission or about the progress of a particular application should be addressed directly to the Director of Admissions, The School of Social Service Administration, The University of Chicago, 969 East 60th Street, Chicago, Illinois 60637, 773.702.1492, or [email protected]. Students are encouraged to visit the campus prior to admission.

Application Deadlines Students enter all programs in the Autumn quarter. Applications should be filed as early as possible to allow time for reviewing application materials. Only complete applications with transcripts and reference letters will be reviewed. Applications will be accepted and processed beginning Autumn quarter of the year preceding anticipated admission. Deadlines for the master’s program are December 1 and January 15; the final application deadline for the master’s program is April 1. The deadline for the accelerated program is October 15. The application deadline for the doctoral program is December 15.

Steps in Th e Admission Pr o c e s s 1. The Online Application is available at: https://grad-application.uchicago.edu/ index.cfm. Returning master’s degree students or applicants who completed the application process at the School within the last 3 years but did not enroll may request a Supplemental Application at [email protected]. 2. Supplementary statement. Applicants for the master’s degree submit a statement discussing a social problem of importance to them and how a direct practice or policy intervention might provide a way to engage it, as well as specific shortand long-term goals and how a social work education atSSA provides a way of achieving those goals. 3. EEP applicants should further discuss how they will accommodate the additional demands of course and field responsibilities with their full-time employment. 4. Applicants re-applying to the master’s degree program should prepare a supplemental statement to the admissions committee updating the previous statement and describing interim social work education, experience, or activities. 5. Doctoral degree applicants submit a statement describing study plans, career objectives, and reasons for applying to the School. Doctoral applicants are also required to submit an academic writing sample of no more than 25 38 The School of Social Service Administration

pages. Instructions for writing these statements are provided in the online application. 6. Transcripts. New applicants must order an official transcript from each college and graduate school they have attended, sent directly to them. The applicant encloses the transcripts with the supplementary materials packet sent through U.S. mail to complete the online application form. If college work is incomplete at the time of application, a supplemental transcript should be sent when final grades and award of the degree have been recorded. 7. Returning students and candidates who have applied previously should order transcripts of any subsequent courses taken elsewhere. 8. Application fee. Applicants may pay the $60 fee online at the time they submit the online application or they can send a check with the Application Fee Coupon (downloadable from the online application) to the address specified. This fee is not refundable. 9. References. Four letters of reference are required. Applicants who have graduated within the last 5 years are encouraged to submit at least 1 academic reference. Applicants who are or who have recently been employed should include at least 1 reference from an employment supervisor. References can be solicited and handled directly through the online application; in this case letters of references are sent directly to the Admissions office through the online reference system. This is the preferred method. References on paper should be returned to the applicant in sealed envelopes which they will include with their supplementary materials packet. 10. GRE scores. GRE scores are not required for application to the master’s program but are required for application to the Doctoral Program. Applicants to the Doctoral Program are required to submit current (within 5 years) scores for the Graduate Record Examination (GRE). Official scores should be sent from the Educational Testing Service directly to the University; self-reported scores will not be accepted. 11. Financial Aid. Applicants applying for financial aid from the University must answer all financial aid questions on the online application. Applicants who are applying for student loans must file both a Free Application for Federal Student Aid (FAFSA) at www.fafsa.ed.gov, as well as the University’s online form for graduate loans and federal work study at sla.uchicago.edu/gradapp. 12. Admission Decision. There is an April 1 deadline for filing an application to the master’s program and December 15 for the doctoral program. In the master’s program, admissions decisions are made at 3 points in the application cycle. Admissions decisions for the Accelerated Program will be made by December 1. Admissions decisions for the doctoral program will be made by March 1. 13. Admission Deposit. Applicants who are admitted to the School must confirm their acceptance by submitting both an acceptance form and a $250 non- refundable deposit to reserve their places in the School. This sum is credited toward Autumn quarter tuition.

Sp e c i a l Pr o c e d u r e s f o r Students Fr o m Other Countries Foreign applicants, whether attending a U.S. undergraduate institution or a college or university in their own country, follow regular application procedures as outlined above, except for the following: The University of Chicago 39

1. Application fee. All applicants are required to pay an application fee of $70 in U.S. currency, by bank draft or postal money order. Personal checks are acceptable only if written on a U.S. bank. This fee is an official requirement for admission, and foreign governments will approve the release of funds for this purpose. 2. Transcripts. Academic credentials, including courses taken, grades received, and degrees granted, should be sent directly to the School with the application. If this is not possible, copies in the applicant’s possession may be acceptable if they have been certified by the proper school authorities. Applicants may not validate their own documents. The class or division of the degree must be stated if this is the customary method of reporting the quality of academic work. 3. Financial plan. Foreign applicants, once admitted, must submit a financial statement, itemizing sources of funds for maintenance and transportation, and must provide documented proof (certification by a bank or subsidizing agency or agent) of resources sufficient for their support during the two years. It is estimated that educational and living expenses, exclusive of travel to and from the student’s home country, will be approximately $54,000 for one year of study. Foreign applicants to the master’s program will receive only nominal University gift aid. Foreign applicants to the doctoral program are eligible for full University funding identical to their U.S. peers. 4. Applicants who need financial assistance are advised to explore possibilities in their home country and from U.S. government sources. Information about the latter may often be obtained from a U.S. consulate or information service office. The Institute of International Education also provides information about scholarship opportunities at www.iie.org. 5. Note to graduates of the University of Puerto Rico: Because the language of instruction is not English, graduates of the University of Puerto Rico will be required to take an English examination.

Sc h o l a r s h i p s People who apply to the School for admission and require scholarship aid are advised to explore the possibility of financing through the major private and public social agencies in their home states and communities. When such agencies finance studies, it is usually the understanding of the agencies involved and of the School that the financial plan made at the beginning of the first year of graduate study will continue for the duration of the student’s enrollment. Applicants for financial assistance for funds administered by the School are expected to give an accurate picture of needs and resources, so that a realistic plan can be worked out for the full academic year. Exclusive of the tuition and required fees, the estimated living cost for the single student is $2,000 per month. This amount should cover books, room and board, carfare to the field placement, and incidentals. 40 The School of Social Service Administration

Fi n a n c i a l Needs An a l y s i s Applicants’ answers to the online Scholarship Aid Application questions are used to determine a student’s financial need. Applicants whose financial needs analysis is received by the School after June 1 may be at a disadvantage in competing for scholarship and loan funds. Applicants who are applying for student loans must also file a Free Application for Federal Student Aid (FAFSA). A FAFSA form may be obtained by requesting the form at www.fafsa.ed.gov. The FAFSA should be returned as soon as possible after January 1.

Aw a r d s Administered By t h e Sc h o o l Basic scholarship awards are made on the basis of merit and financial need. Limited additional merit scholarships are available and are awarded with consideration given to academic achievement and promise for the field of social work. Scholarships are granted for 1 year only. Students must reapply for second-year awards. Scholarships do not preclude loans to students who may require additional financial aid to complete their work. Most grants are made in the spring for the following academic year. Entering or reentering students applying for awards administered by the School must file an Application for Financial Aid with the School (see above) at the time of application for admission. Assessments of merit and financial need are used in considering all grants provided or controlled by the School. The School awards basic scholarships from public grants, University unrestricted gift aid, and several School endowed and restricted student aid funds. The following scholarship funds have been established to provide financial assistance to SSA students without restriction based on an assessment of merit and financial need. Edith Abbott Scholarship Fund Charlotte F. Andress Scholarship Fund Beryl Veta Beringer Scholarship Fund Sophonisba P. Breckinridge Scholarship Fund Alvin Bronstein Scholarship Fund Martha E. Burton Scholarship Fund Chicago School of Civics & Philanthropy Scholarship Fund Frank M. Clark Scholarship Fund Helen Clauson Scholarship Fund Colver-Rosenberger Scholarship Fund Alex and Miriam Elson Scholarship Fund Thomas W. Fetzer Scholarship Fund Regina Vogel Fine Scholarship Fund Marion Gibson Fisher Scholarship Fund David and Mary Winton Green Scholarship Fund Julian and Elizabeth Hanlon Scholarship Fund Francis R. and Benjamin C. Hayenga Scholarship Fund Sophia and Uno Hill Memorial Scholarship Fund Leila Houghteling Scholarship Fund Gregory Lilly Scholarship Fund Lynne Fowler Linn Scholarship Fund Jeanne C. Marsh Scholarship Fund Patricia McKnew Nielsen Scholarship Fund The University of Chicago 41

Robert Newberger Scholarship Fund Mary L. Padovan Scholarship Fund Alice S. Peterson Scholarship Fund SSA Legacy Fund for Scholarship Aid Susan and Edward Rosenson Expendable Fellowship Fund Mary C. Siemer Scholarship Fund Anna and Mitchell Spellberg Scholarship Fund Catherine Brooks Strow Scholarship Fund Dorothy Sullivan Scholarship Fund Dorothea Bishop Tucker Scholarship Fund Wilma Walker Memorial Scholarship Fund Dr. Marquis E. Wallace Fellowship Fund Forrest Whitney Scholarship Fund Rita Cohen Williams Scholarship Fund Lillian and William Woodward Scholarship The following scholarship funds have been established to provide financial assistance to SSA students with particular needs or attributes based on an assessment of need, merit, and eligibility: Grace Abbott Scholarship Fund. These awards are designated for students who have been staff members of a public welfare service agency and who plan to return to the field of public welfare after graduating. Pearl J.L. Axelrod Scholarship Fund. These awards are designated for students with visual or hearing impairments or for students preparing to work with the disabled in physical or mental rehabilitation. Josephine Schlenck Gumbiner Fellowships for Returning Scholars. These awards are given to individuals to encourage those working in social services or related fields to return to school at SSA to receive advanced training in social work. Richard and Angelica Harter Scholarship Fund. These awards are designated for students in the dual degree program between SSA and the Chicago Cluster of Theological Schools. Sophia Malenski Hill Scholarship Fund. These awards are designated for students whose studies are in the area of school social work or community organizing. William S. and Doris Jean Keller Family Scholarship Endowment. This award is designated for a student who plans to work to improve the lives of abused and neglected children. Elizabeth Kutza Fund. This award supports the work of Ph.D. students with preference given to students concentrating on social work and policies affecting the elderly. Christian S. Ledley Scholarship Fund. The awards are designated for British or Australian master’s or doctoral students or to those whose parent, grandparent, or great-grandparent was a British citizen. Laurence E. Lynn, Jr., Merit Scholarship Fund. These awards are designated for students in SSA’s part-time evening program. Anita Mackey Minority Merit Scholarship Fund. These merit awards are designated for minority students at SSA. Lorraine Madsen Scholarship Fund. These awards are designated for students in the part-time evening program at SSA, with preference for minority students. Jane Mullenbach Moore Scholarship Fund. These awards are designated for students entering SSA following a period of time in the workplace. 42 The School of Social Service Administration

Alice Pickard Minority Scholarship. These awards are designated for minority students at SSA. Judith Rudolph Scholarship Fund. These awards are designated for 1 second-year student who shows a commitment to the prevention of adolescent pregnancy or services to teenage parents. Bernece Kern Simon Teaching Fellowship. These awards are designated for doctoral students in their third or fourth year who show a commitment to teaching. Olive K. Sloane Scholarship Fund. These awards are designated for students at SSA whose field of study is medical social work. Students who take their second-year field instruction in an Illinois public school are eligible to apply for a paid Illinois School Social Work internship. A few of the questions on the admission application form are designed to provide the information needed by the School to consider grants that have special eligibility requirements and to suggest sources outside the School to which the student may wish to apply. Note: Students should not apply to a specific School-administered fund. Applicants for scholarship assistance from the School need only file a Scholarship Aid Application to be considered for any of the above-mentioned funds.

Aw a r d s Administered by Or g a n i z a t i o n s a n d Agencies Out s i d e t h e Sc h o o l It is not possible to give complete information about all grants available, because they vary considerably from year to year. Some states offer stipends to prepare workers for their child welfare programs, and a few offer grants in their public assistance and health programs. A state stipend carries a commitment to work for the agency. Inquiries should be addressed to the department of public welfare, public health, or mental health of the state in which the candidate wishes to work following graduation. A few private agencies offer stipends, usually with the understanding that the individual will work for the agency after receiving the master’s degree. In most instances, admission must be approved by the School before an agency will offer educational stipends. Students interested in agency scholarships should make inquiries with private agencies in their localities and may also wish to contact various professional social work organizations.

Lo a n Fu n d s

Fe d e r a l Stafford Lo a n s (Su b s i d i z e d a n d Un s u b s i d i z e d ) The subsidized Federal Stafford Loan is a need-based loan with a fixed interest rate of 6.8% for the life of the loan. The interest is paid by the federal government while the student is enrolled in school at least half time, throughout the 6-month grace period, and during periods of deferment. Graduate students may borrow up to $8,500 per academic year in subsidized loans. The unsubsidized Federal Stafford Loan is not based on financial need. The borrower is responsible for the interest that accrues on the loan, even while enrolled in school. Beginning July 1, 2007, graduate and professional degree students may borrow up to $12,000 per academic year in unsubsidized loans. The interest rate is fixed at 6.8%. No fees are charged for either subsidized or unsubsidized Federal Stafford Loans to borrowers who use the University of Chicago as their lender. The University of Chicago 43

Fe d e r a l Pe r k i n s Stu d e n t Lo a n s Federal Perkins Student Loans carry an interest rate of 5%. These funds are extremely limited, and the University cannot guarantee the availability of monies to all students who apply. Annual maximum amounts are determined by the amount of funds available. Students must be registered full time to be eligible for Federal Perkins Student Loans.

Na m e d University Lo a n Fu n d s The University has a number of endowed loan funds from which emergency, short term, or longer-term loans can be granted to full-time students. These loans have interest rates ranging from 3% to 7%. Loans from the following existing funds at SSA may be available upon request to the Dean of Students: The Constance Marcial Burroughs Loan Fund. This fund was named for a distinguished alumna of the Class of 1951 who received an Alumni Citation Award from SSA in 1975. The Helen M. Crittenden Fund. Established in 1945 as a loan fund for the benefit of SSA students. The Phil Hovda Emergency Student Loan Fund. Established in 1994 from gifts of over 200 alumni, these loan funds are given in the name of SSA’s former Dean of Students and alumnus of the class of 1971 upon his retirement after 20 years of service. The Milton Hyman Student Loan Fund. Established in 1991, these loan funds are given in the name of an SSA field instructor and alumnus from the class of 1947. The Nolan P. Jacobson Loan Fund. Established by Raphael D. Atlas, A.M. ’50, in honor of a former professor, Nolan P. Jacobson, who graduated from the University of Chicago Divinity School. The Rhoda Sarnat Student Loan Fund. This fund honors a distinguished graduate of the Class of 1939. The George and Agnes Schael Loan Fund. Established in 1982 by George Schael in honor of his late wife, Agnes, EX ‘35. The SSA Alumni Loan Fund. Established in 1935 as a loan fund for the benefit of SSA students. The Willa Webber Lee Student Loan Fund. Established for a distinguished alumna from the Class of 1945. The Jeanne F. Westheimer Loan Fund. Established by Jeanne Westheimer, A.M. ’40, as a loan fund for the benefit of SSA students. The Bliss Hospital Administration Fund, the Clay Hospital Administration Fund, the George Gund Foundation, the Kellogg Foundation Hospital Administration Fund, and the R. Schneiderman Memorial Fund are available to SSA students who are in the GPHAP program. Note: Regulations governing student loan programs have varied significantly in recent years. Current information regarding terms, repayment, and eligibility may be obtained from University Student Loan Administration, The University of Chicago, 970 East 58th Street, Room 411, Chicago, Illinois 60637, 773.702.6061.

 44 The School of Social Service Administration

GENERAL INFORMATION

SCHEDULE OF FEES ll payments of tuition and fees must be completed by the end of the fi fth week of any quarter. If a student has not paid any account in full that is due to the University, restriction of further privileges or services may follow. The fees listed here are for the academic year 2010-11. AApplication fee...... $60 1. This fee must accompany the original application for admission to the University. No part of this fee is either refunded or applied as an advance payment on other fees. 2. Advance reservation deposit ...... $250 Credited to Autumn quarter tuition 3. Student Accident and Sickness Insurance (each of 3 quarters): Basic Plan (student only) ...... $740 Advantage Plan (student only) ...... $1,126 Dependents (spouse/domestic partner) ...... $2,032 Family Plan (spouse/domestic partner, children) ...... $3,149 4. Student Life fee (each quarter) ...... $260 5. Tuition fees per quarter for master’s program: Normal graduate program of 3 courses ...... $11,965 2 courses ...... $8,554 1 course ...... $4,956 6. Tuition fees per quarter for doctoral program: Scholastic Residence ...... $11,965 Advanced Residence ...... $4,721 Note 1. Pro forma status fee is $247 each quarter. Note 2. Students who pay tuition for a normal program may audit, without extra charge, classes in addition to those for which they are registered, subject to the approval of the instructor in each case. Under these conditions the students are not registered for the courses and work is not made a part of their offi cial records. Note 3. Students who are required to withdraw for disciplinary reasons shall not be entitled to any refund of tuition or fees. Fees and other charges are subject to change from year to year prior to the beginning of each academic year. 7. Special service fee: a. Fieldwork registration per quarter ...... $25 8. One-time transcript fee ...... $45 9. Late fees: a. Late payment of fees ...... $100 b. Late registration ...... $100 10.Change in registration ...... $50 A fee is charged for each change in registration made by a student after the offi cially scheduled change period (third week of quarter) unless caused by the University. The University of Chicago 45

Estimate Of Expenses The following figures may be used as a guide for students in estimating the annual cost of essential needs while enrolled in the School of Social Service Administration. They are based upon an academic year of 3 quarters and include food, shelter, laundry and cleaning, textbooks, incidentals, clothing, recreation, and commuting costs only for travel to and from field instruction.

Tuition...... $35,895 Fees and Student Accident and Sickness Insurance...... $3,000 Books...... $1,650 Transportation...... $1,785 Room/Board...... $13,455 Personal and miscellaneous...... $2,670 For a single student: $58,455 For first child...... $4,000 For each additional child...... $4,000

Administrative In f o r m a t i o n o n Co u r s e s a n d Requirements The unit of instruction for a course is (100). The normal graduate full-time student load is 3 courses per quarter. Unless otherwise indicated in the course description, each course equals 1 unit. Each unit is equivalent to 3-1/3 semester hours or 5 quarter hours of credit. Except for doctoral students, tuition fees are assessed according to numbers of units. Doctoral students’ tuition is assessed according to residence status.

Course Marks And Credits The following course marks are used for graduate courses: A, A-, B+, B, B-, C+, C, C-, D+, D, D-, F, P, I, and R. The use of the plus or minus denotes somewhat more or less of the relevant grade as defined below: A—Denotes superior performance that is both consistent and outstanding. B—Denotes good, steady, adequate performance, with some of the plus values that make for an A. The B student shows understanding and ability to integrate learning and ends the course with a comprehensive grasp of the material. C—Denotes acceptable performance that indicates grasp of the essentials of the course and probable ability to complete the next course in the sequence. The mark C denotes lack of the comprehensive grasp and understanding of the B student. The C mark may represent uneven work or steady performance at no more than an acceptable level. D—Denotes minimum passing grade. The work is marginal, neither clearly acceptable nor clearly unacceptable. The student’s grasp of the essentials is in question. The mark D denotes serious doubt that the student can complete the next course in the sequence. F—Denotes failure, i.e., unacceptable performance. An F grade clearly demon- strates inability of the student to grasp the essentials or to integrate learning. A grade of F, once recorded, cannot later be changed. Receiving an F grade neces- sitates registration and payment for an additional course. 46 The School of Social Service Administration

A student may not register for a succeeding quarter or graduate if he/she has received Fs in 2 courses or 2 quarters of fieldwork, with the following exception and condition: 2 Fs received from the same instructor in 2 interrelated, concurrent courses will be treated as 1 F; 2 Fs in fieldwork must be in 2 different field placements with 2 different field instructors. The faculty liaison may be the same for both field experiences. P—Denotes satisfactory performance (that is, within the A to C range). Students who wish to take a P (Pass) for a course must obtain the consent of the instructor by the end of the fourth week of the quarter. I—Denotes that the student who desires course credit has not submitted all the evidence required for a qualitative grade and has made satisfactory arrangements with his/her instructor to complete the remaining portion of the work. A mark of I can be given only when the requirements of the course have not been completed due to circumstances beyond the student’s control; it cannot be used in lieu of F when the work has not met the standards and requirements set by the instructor. The privilege of completing a course marked I is limited to the end of the quarter following that in which the incomplete was granted. R—A mark of R (registered) is used only when the student has not submitted evidence of the quality and quantity of his/her work. Tuition fee is charged for an R, and the course is listed on the student’s permanent record. Courses in which the student received the mark R have no credit value in the University. No stigma is attached to the mark R. The student who wishes to take a course for an R must obtain the consent of instructor and must register for an R by the fourth week of the quarter. An R, once entered on the student’s record for a course, may not be changed. A student may register for an R only for a course taken in addition to those courses required for the degree. Master’s degree students must take letter grades (A, B, C, D, or F) in at least 15 of the 18 courses required for graduation. The remaining 3 courses may be taken on a Pass/D/Fail basis. The P/D/F system is available in any of the 3 courses in which the student wishes to use it. All fieldwork grades are P/D/F. Students must pass their Core and Concentration fieldwork programs to receive their degree. Students who previously withdrew from the School and are now resuming their studies are subject to the current policy. Transfer students who receive 9 credits for courses taken outside of SSA must take all their courses for a letter grade. Pluses or minuses may be assigned to all letter grades at the instructor’s discretion. The master’s student must achieve a minimum cumulative grade-point average of 2.70 (on a 4-point system) to graduate from the School, and a minimum cumulative grade-point average of 2.50 must be achieved upon the completion of the first year of full-time study, or the completion of 9 courses, to continue in the School. Computation of the grade-point average is based on assigned values to the letter grades as follows: A = 4, A- = 3.7, B+ = 3.3, B = 3, B- = 2.7, C+ = 2.3, C = 2, C- = 1.7, D+ = 1.3, D = 1, D- =0.7, F = 0, I = 0. The grades P and R are not included in computation of the grade-point average. Doctoral students are expected to maintain at least a 2.7 cumulative grade-point average (on a 4-point scale).A student whose grade-point average falls below 2.7 in any 3 consecutive quarters or 9 consecutive courses will be terminated from the The University of Chicago 47

program. Grades of P (Pass) will not be counted in the calculation of grade-point averages. Doctoral students are permitted to take no more than one-fourth of the courses meeting the distributional requirements as P/D/F grading. Faculty members have the option of modifying letter grades with plus and minus designations. Grading policies in other professional schools and departments of the University vary and are not always consistent with those of SSA, particularly with regard to the use of Pass/Fail. Students taking courses outside of SSA are advised to check the relevant grading policy with the course instructor before registering. It should be noted that grading is limited to Pass/Fail in certain courses in other units of the University. Such courses may not be used to meet the 15 letter grade requirement for master’s students. A student who is registered for a course and who successfully completes the requirements as prescribed by the instructor receives credit on the records of the University. The student’s record, indicating the units of instruction completed, may be used for transferring credit to another institution.

Academic Honesty Proper acknowledgement of another’s ideas, whether by direct quotation or para- phrase, is required. To use another’s ideas without proper citation is plagiarism or cheating. Such offenses are taken very seriously by the University and result in disciplinary action that may include permanent expulsion from the University.

Registration And Residence Requirements The unit of residence at the University is the academic year, normally consisting of 3 consecutive quarters of enrollment. Students in the master’s program of the School of Social Service Administration must complete 18 courses and 2 field placements before receiving the master’s degree. Students in the doctoral program must register for a minimum of 2 academic years in Scholastic Residence. During the remaining years, doctoral students will register in Advanced Residence until receiving their degrees.

Application For Degree Application for a degree must be completed online by the first week of the quarter in which a student expects to receive a degree. In case of failure to complete degree requirements, the student must reapply by filing a new application in a later quarter.

Leaves Of Absence Students may take a leave of absence from the program for up to 1 year. A request for a leave must be made in writing and include the reason for the leave, the anticipated length, and plans for completing the work. A leave of an additional year may be granted under special circumstances with the approval of the Dean of Students. Students absent from the program for 3 to 5 years, who have not been granted a leave of absence under the first provision, will need to reapply for admission to the School to complete requirements for the degree. Courses will be evaluated for credit toward meeting existing requirements. Students absent from the program for 5 years or more will be required to reapply for admission to the School and repeat all course- 48 The School of Social Service Administration

work and internships. No credit will be given for previous work toward the degree. If readmitted, they will be eligible for financial aid like other students.

Transcripts And Certification Students may request a transcript of academic record or certification of student status from the Registrar’s Office. A lifetime transcript fee of $45 allows students to order transcripts online. The Registrar will not issue a transcript of record or release other nonpublic information except upon the written request of the student. Partial transcripts cannot be issued.

Veterans Any student eligible for or receiving benefits under a public law must contact the Advisor to Veterans in the Registrar’s Office. A student whose program of study has been approved by the Illinois State Approving Agency must be certified by the Advisor to Veterans at the opening of each quarter.

 The University of Chicago 49

Resources and Services

Resources

Advising All enrolled graduate students at SSA are assigned an advisor with whom they are encouraged to discuss their academic program and career plans. First-year advisor assignments are made with the student’s Core faculty; post-Core assignments are made in association with the student’s chosen concentration. Throughout their attendance at SSA, students are encouraged to engage any faculty member for advice or information regarding their interests or concerns. The Dean of Students is also available and may be of particular assistance regarding financial concerns, special programs, or special needs.

Library The SSA library located on the School’s first floor is one of SSA’s outstanding educational resources. The library’s collection covers all aspects of social services and social work, as well as related material from other disciplines. It contains more than 33,000 volumes, including serials, journals, and reference works. The library has a large collection of e-resources, microfilms, pamphlets, and publications of governmental and voluntary agencies. Online catalog and computer workstations to access electronic information sources are also available. Reserve readings for SSA classes are located here. The staff of the SSA library is available to help students locate appropriate materials in the SSA library and elsewhere in the University library system. Orientation tours for new students are conducted by the librarian each Autumn Quarter. The SSA library is a unit of the University of Chicago Library System, incor- porating the main Joseph Regenstein Library and several departmental libraries including the John Crerar Science Library and the D’Angelo Law Library.

Computer La b o r a t o r y SSA provides a computer laboratory that is equipped with 19 PC-compatible machines connected to 2 high-volume network printers. This lab has been established for the exclusive use of SSA students and staff, SSA computer-based courses, and other instruction. SSA has 36 laptop computers for in-class instruction use. Each computer offers the latest software provided by the University for coursework, and any applications required by classes at SSA. In addition, the lab computers have high- speed connections to the Internet for browsing and e-mail services. Students also have access to the Wireless internet that is available throughout the SSA building for use with their personal laptops. SSA employs its own in-house IT staff for technical support. Students use the labs to work on their own assignments and research; they also use them for statistical analysis for quantitative research courses. All students make use of the lab at one time or another during their time at SSA, either for required coursework or personal research. Each student therefore is also provided with a limited amount of password-protected storage for his or her own use while attending SSA. 50 The School of Social Service Administration

In addition, students are able to print course work and other pages for free, up to a set amount each year. Students are charged a small fee for printing that exceeds the specified number of pages. The lab is available during all hours that the SSA building is open. Additional University resources are also available throughout the campus including the Crerar Library Cyber-Cafe and Regenstein Library computing lab.

Career Services

SSA Career Services The Office of Career Services provides career and professional development programs for master’s and doctoral students, including skills-building workshops, individual career counseling, job-search strategies, an alumni contact database, and posting of jobs in the Chicago area. Quarterly workshops provide students with the skills needed to develop efficient job-search strategies, to convey transferable skills, to write effective resumes and cover letters, and to learn sound interviewing techniques. To help provide networking opportunities, Career Services offers a database of more than 1,000 recent alumni who have volunteered to be contacts, offering advice and guidance for job-seekers. Several of these alumni also serve on quarterly career panels sponsored by Career Services to discuss their transitions from SSA and their current career paths, and to offer advice to graduating students. Alumni and students also participate in a shadow program during the summer to provide one- on-one direct workplace experiences. The annual Career Fair is held each spring and offers diverse employers in the Chicago area with full-time jobs and/or paid summer work opportunities to meet our students one-on-one. Throughout the year, Career Services will send notices electronically to students alerting them to internships, fellowships, and recruiting opportunities. During spring break, students can participate in SSA’s Washington Week. This program brings together SSA alumni in the Washington, DC, area with currently enrolled students. Often meeting at alumni work sites, students learn about careers in the public and non-profit sectors, as well as about careers in research, advocacy, lobbying, and program management.

Career Advising An d Pl a n n i n g Services (Ca p s ) Career Advising and Planning Services (CAPS), located in Ida Noyes Hall, assists University students and alumni with career guidance, employment resources, and career planning. For graduating students seeking full-time, professional employment, CAPS provides information and assistance on jobs in government, non-profit organizations, educational institutions, and business. The office maintains a resource library of references, employment information, and guides to job hunting. Experienced counselors are available by appointment to discuss students’ immediate employment plans or long range career interests. Students seeking employment in areas relating to social service administration may establish a credential file (a fee is charged for this service); copies of the file will be sent on request to employers. CAPS also provides students and University alumni a national online job-listing service The University of Chicago 51

through which employers post full-time openings. Throughout the year, the office sponsors programs on successful job-hunting strategies and on opportunities in selected career fields.

University Hu m a n Resources Ma n a g e m e n t University Human Resources Management (UHRM), located at 6054 S. Drexel Avenue, is the central source of both full- and part-time employment within the University. It provides a variety of secretarial, clerical, technical, and other positions for spouses/domestic partners of University students. In advance of their arrival on campus, they may contact UHRM to explore employment opportunities.

Living Acc o m m o d a t i o n s The University of Chicago provides a variety of living options for its graduate students. For single students, the choices include International House, Neighborhood Student Apartments, and the New Graduate Residence Hall. For married students or students with a domestic partner, Neighborhood Student Apartments offers apartment arrangements suitable for couples and families. The International House of Chicago was founded in 1932 through a gift from John D. Rockefeller, Jr. It is a coeducational residence for students from around the world. Each year the House accommodates more than 500 graduate and advanced undergraduate (third- and fourth-year students) residents—about half from countries other than the United States—who are pursuing academic and professional degrees, preparing in the creative or performing arts, or training with international firms at Chicago institutions. International House promotes understanding and friendship among students of diverse national, cultural, and social backgrounds, provides facilities that can benefit social and cultural development of its residents, and serves as a center of cultural exchange between international students and the greater Chicago community. The building is designed to facilitate informal daily interactions among residents in the House’s kitchen and dining room, Tiffin Room, courtyard, library, computer labs, and television lounges. These interactions make a major contribution to achieving the goals of the House. International House seeks residents who are willing to share their time and talent with the House community through its programs and activities. Scholarships and fellowships are available. All inquiries should be addressed to the Registrar, International House, 1414 East 59th Street, Chicago, Illinois 60637, 773.753.2270, [email protected]. For further information about I-House programs, go to ihouse.uchicago.edu. The University owns and operates more than 1,200 apartments located around and within the campus area. Graduate students who are single, married, or in a domestic partnership and who are registered and making normal progress towards their degrees are eligible to live in Neighborhood Student Apartments. Apartment sizes range from efficiency units to large 3-bedroom apartments, furnished or unfurnished, in walk-up or elevator buildings. Parking lots are available at some buildings. Options for single students include single occupancy and shared apartments. Couples with children are given priority for the 2- and 3-bedroom apartments. Inquiries should be addressed to Neighborhood Student Apartments, 5316 South Dorchester Avenue, Chicago, Illinois 60615, 773.753.2218. 52 The School of Social Service Administration

The University of Chicago House System provides residential living for undergraduate students; and, in the New Graduate Residence Hall, for students in the professional schools. Housing at the New Graduate Residence Hall is available only for students in their first year of study at the University. Students who wish to remain in University housing after their first year should make arrangements with Neighborhood Student Apartments or with International House. Additional information on housing options, including current costs, is sent to all newly admitted students.

University Of Ch i c a g o Stu d e n t Health Ca r e

Health In s u r a n c e Requirement The University requires all students to carry adequate medical insurance to cover, among other costs, hospitalization and outpatient diagnostic and surgical procedures. The insurance requirement may be satisfied in 1 of 2 ways: 1. Enrollment in the Student Accident and Sickness Insurance Plan offered by the University, or 2. Completion of the insurance waiver form certifying that the student has insurance coverage comparable to the Student Accident and Sickness Insurance Plan. Insurance and waiver forms are available online at registrar.uchicago.edu/health.

Aut o m a t i c Enrollment Students who fail to complete an insurance application/waiver form by the requisite deadline each quarter will be automatically enrolled in the University’s Student Accident and Sickness Basic Plan and will be billed for that enrollment. Students approved to register after the deadline must submit an insurance application/ waiver form at registration time. Failure to do so will result in automatic enrollment in the Basic Plan.

Eligibility The Student Accident and Sickness Insurance Plan is available to all registered students, except for students in Extended Residence, in Booth School of Business part-time programs, and the School of Social Service Administration evening program. Students may elect the Basic or Advantage Plan. The Basic Plan is also available at additional cost to a student’s spouse or registered same-sex domestic partner, and to any unmarried children 19 or younger (children under 23 are eligible if they are full-time students). Information about plan benefits is available at studenthealth.uchicago.edu/ student insurance. For questions about enrollment, contact the Student Insurance Assistant, University Registrar’s Office, Room 103, 5801 South Ellis Avenue, Chicago, Illinois 60637, 773.702.7877; or the University of Chicago Campus Insurance Coordinator at 773.834.4543.

Stu d e n t Life Fee The University requires all students to pay the Student Life Fee during each quarter of enrollment. This fee covers patient visits at the Student Care Center and Student Counseling and Resource Service. This fee also covers student activities through the Office of the Reynolds Club and Student Activities (ORCSA) as well as class labora- The University of Chicago 53

tory and library fees for college students. Dependent spouses or same-sex domestic partners and dependent children age 14 and older, who are insured through the University Student Health Insurance Plan (U-SHIP), are assessed the Dependent Life Fee and are entitled to receive services at the Student Care Center (SCC) and the Student Counseling & Resource Service (SCRS). Students who live more than 100 miles away from the University may waive the Student Life Fee.

Su m m e r Health An d Wellness Fee Students and June graduates who remain in the Chicago area during the summer but are not enrolled in classes have the option to pay the Health and Wellness Fee for continued access to the Student Care Center and Student Counseling and Resource Service. Students’ family members already on the Student Accident and Sickness Insurance Plan may also purchase this service.

Im m u n i z a t i o n Requirements By State of Illinois law, all students are required to present proof of immunity to rubella (German measles), measles (rubella), mumps, and tetanus/diphtheria. The Student Care Center notifies all new students of the requirement and provides instructions for compliance. The exact requirements vary for each disease and are different for international students. Information and immunization forms can be accessed at scc.uchicago.edu. Students who fail to meet this requirement by the sixth week of the quarter will be notified and their subsequent registration restricted. A student who receives this notification is urged to call the Immunization Office at 773.702.9975 to resolve their status.

Other Services

Stu d e n t As s o c i a t i o n s The student associations of SSA provide students with the opportunity to express their views on a variety of issues of importance to the School and the profession of social work, while also providing the student body with a system of mutual support. SSA student associations take an active role in the discussion of academic, professional, and political issues in the School. Student associations also sponsor various social activities that enrich the graduate school experience. All registered master’s students are members of the SSA Student Government Association, and all registered doctoral students are members of the SSA Doctoral Student Association. Listed below are the student associations currently active within the School. Please go to SSA’s website (www.ssa.uchicago.edu) for descriptions of the student associations. Advocates’ Forum African American Student Association Community and Economic Development Organization Council of Jewish Social Work Students Disability Student Association Doctoral Student Association Environmental Rights Group Feminist Student Association 54 The School of Social Service Administration

International Social Welfare Student Association Latino Student Association Moonlighters EEP Student Association OUTreach: LGBTQ and Allied Social Workers Pan Asian Student Association SSA Christian Fellowship SSA Thrivers Group Student Government Association

Th e Al u m n i As s o c i a t i o n Established in 1929, the Alumni Association strengthens and maintains links between the School and its more than 8,000 graduates. The Alumni Association furthers the interest of alumni, provides a bridge between alumni and the School, and promotes the School’s goals and objectives through volunteer service and generous financial support. The Alumni Association offers a full range of programs and activities that engage its members with the School and that contribute to individual and institutional advancement.

Board Of Directors Jinnie English, AM ’99, President Nicole Hrycyk, AM ’04, Vice President Gina Anselmo, AM ’98, Secretary Mark Courtney, PhD, Faculty Liaison Kristen Anderson, AM ’08 Eric Brown, AM ’08 D. Michael Coy, AM ’06 Jacob Dancer, AM ’04 Terri Davis, AM ’99 Betty Dayron, AM ’64 Debra Dyer, AM ’97 Crystal Gonzales, AM ’09 Shaun Marshall, AM ’03 Patricia Molloy, AM ’09 June A. Price, AM ’08 Angela Scott, AM ’04 Monico Whittington-Eskridge, AM ’96

Social Service Review Founded in 1927, Social Service Review is committed to examining social welfare policy and practice and evaluating its effects. Providing multidisciplinary analyses of current policies and past practices in the United States and elsewhere, SSR publishes critical research from social welfare scholars and practitioners, as well as from experts in other fields. Articles include a wide array of topics such as child welfare, health care, social welfare policy, homelessness, the organization of services and communities, clinical practice, and juvenile delinquency. In addition to thought- provoking essays, SSR provides book reviews to keep readers informed of current critical research. The University of Chicago 55

The University of Chicago Press offers subscriptions at reduced rates for SSA students and alumni. Social Service Review is edited by the Emily Klein Gidwitz Professor Michael Sosin and the faculty of the School of Social Service Administration. The journal is available on-line at: http://www.journals.uchicago.edu/toc/ssr/current.

Professional Development Program The Professional Development Program (PDP) at the University of Chicago School of Social Service Administration is distinguished by its quality instruction and substantive exploration of clinical and management practice issues. Grounded in the dynamic interplay of theory, research, and practice, PDP workshops, review courses, and consultation groups are intended to inform participants and also to challenge them to integrate new learning into their daily practice. SSA faculty, as well as distinguished guest scholars and practitioners, teach PDP offerings. The curriculum covers a wide range of content, emphasizing throughout the mutuality of research and practice. The program is designed primarily for practicing social workers, clinicians, and human service professionals. Students at the School of Social Service Administration are welcome to attend PDP workshops and are provided a 50% discount. However, it is understood that students’ main responsibilities are to their studies and field placement obligations. The Professional Development Program should be viewed as a supplementary offering to students’ academic experiences and as a resource throughout their professional careers. Continuing education credit is available to meet state licensing requirements and to give recognition of personal initiative and growth. Specific program offerings are described on the PDP web page: ssa.uchicago.edu/programs/pdp.shtml.

Research Centers

Center Fo r Health Administration Stu d i e s The Center for Health Administration Studies (CHAS) supports multidisciplinary research on health policy and politics through a seed-grant program. The initiative is available to University of Chicago faculty and health researchers as well as those interested in pursuing a health-related project for the first time. The supported projects are oriented towards health care policy for poor and vulnerable populations including projects focused specifically on health policy, behavioral health service in community based settings, and school-based health care research. The Center also supports the Michael M. Davis seminar series on “Health and Vulnerable Populations,” drawing on speakers across a wide spectrum of health-related fields. The Davis Seminars are held weekly, during the Autumn and Spring academic quarters. Please see the CHAS website for details on these and other health-related events across the University: www.chas.uchicago.edu.

Ch a p i n Ha l l Chapin Hall engages in research focused on policies, programs, and practice that affect the well-being of children and youth, families, and communities. Chapin Hall’s multidisciplinary research agenda encompasses the needs and potential of all children and youth, and devotes special attention to populations experiencing 56 The School of Social Service Administration

significant problems, such as maltreatment, poverty, and mental or physical illness. Research is conducted on: social services for children and youth, in particular services associated with foster care and the juvenile justice system; supports for child and youth development; philanthropy that concentrates on community building initiatives; and the development of policy research in other countries that focuses on the well-being of children and youth. Faculty members from the School of Social Service Administration are faculty partners with Chapin Hall and direct research under its auspices. SSA doctoral and master’s-level students form an integral part of many Chapin Hall research teams and are active participants in seminars and discussions. Please see the Chapin Hall website (www.chapinhall.org) for more information about its research, publications, and conferences.

 The University of Chicago 57

Co u r s e s o f Instruction

Master’s Level Co u r s e s

30000. Social Intervention: Programs and Policies I, II These two courses introduce all students to the design and implementation of social welfare interventions at the community, agency, and public policy levels. The courses use case material on policy issues that require a decision. This helps students learn and exercise skills in analyzing the components of current policies; designing programmatic alternatives; anticipating substantive, operational, and political advantages and disadvantages; weighing benefits against financial costs; and making sound choices among imperfect alternatives. The courses also give students a thorough substantive grounding in several critical areas of social welfare, including those of transfer programs and such social service areas as child welfare and mental health. Some cases include an analysis of the historical antecedents of a contemporary issue, and some include discussion of underlying philosophical premises. I. S. Allard, M. Courtney, J. Henly, H. Hill, D. Puntenney II. R. Fairbanks, J. Holton, J. Mosley, V. Parks, G. Savarese

30100. Social Intervention: Direct Practice I, II These two courses introduce students to the fundamental values and conceptual bases of social intervention. They are designed to teach the knowledge and skills necessary to enable students to carry out activities that will enhance the lives of people with psychosocial needs and problems. Content is structured around professional socialization, context for practice, diversity, assessment, intervention, and evaluation. Emphasis is on the development of skills for assessment and intervention with individuals, families, and groups. Various theories and models of practice are examined to understand the similarities and differences in their approach to problem solving. The courses aim for an integration of theory and practice that will enable students to effectively intervene on behalf of their clients. Students are expected to develop an understanding of the assessment of problems and beginning competence in the processes of change. J. Bellamy, B. Borden, A. Bouris, M. Epperson, G. Samuels, D. Voisin Field Placement: All students have supervised experiences in organizations that provide social services. These field placements afford an opportunity to apply the knowledge and skills from the intervention courses. Students engage in direct intervention with individuals, families, or small groups and may have opportunities to explore intervention at other system levels within the agency and community context.

30200. Social Intervention: Research and Evaluation This course focuses on the generation, analysis, and use of data and information relevant to decision-making at the case, program, and policy levels. Students learn and develop skills in collecting, analyzing, and using data related to fundamental aspects of social work practice: problem assessment and definition; intervention formulation, implementation, and refinement; and evaluation. The course covers speci- 58 The School of Social Service Administration

fication and measurement of various practice and social science concepts, sampling methods, data collection strategies, and statistical and graphical approaches to data analysis. This course is required of all first-year master’s students. Students with strong research skills and education may take an exam. Passing the exam would qualify them to take 44501, 44505 or 48500 in the first year. Enrollment is limited to SSA students only. J. Ha, N. Martinez, S. McMillin, R. Vonderlack-Navarro, S. Parikh

32700. Human Behavior in the Social Environment This core course teaches biological and social science concepts concerning human development in a social context that are fundamental to social work practice: social and ecological systems; life course development; culture, ethnicity, and gender; stress, coping, and adaptation; and major social issues related to development over the life course. Students learn a general framework and theory for integrating the concepts. Students with strong academic backgrounds in human behavior may be eligible for an advanced human behavior course. Enrollment is limited to SSA students only. J. Hawkins, A. McCourt, S. Parikh, S. Rose

40000. Clinical Intervention in Substance Abuse This course is an introduction to the problem and some of the major methods of substance abuse intervention with adults. Students are introduced to the basic issues in substance use through readings, lectures, class assignments, and in-class activities. While pharmacotherapy will be addressed, the primary focus is on verbal interventions with empirical support. Participants will become familiar with classification and diagnosis of DSM-IV Substance Related Disorders, and the pharmacology of non-medical drugs. They will be introduced to methods of screening and evaluation of substance use, engaging individuals in treatment, brief treatment interventions that can be used in a variety of settings, individual and group approaches, and relapse prevention. Participants will be provided an overview of the treatment needs of special populations, such as, older adults, individuals with co-morbid mental illness, and women. Finally, students participating in this course will take a day-long workshop in motivational interviewing. S. McCracken

40212. Couples Therapy This course is designed to: (1) familiarize the student with the issues commonly encountered in couples therapy, (2) familiarize the student with the array of major approaches to treating couples, and (3) ground the student in one particular model of treatment. The first half of the course will examine: (1) the most common couples issues, (2) the major approaches to couples treatment, and (3) the research on couples and their treatment. The most commonly occurring couples issues will be examined within the framework of a couples lifecycle perspective. Students will review the major models of couples therapy, including Cognitive Behavioral Couples Therapy, Object Relations Couples Therapy, Narrative Therapy, Emotionally Focused Couples Therapy, the differentiation model, and short-term solution oriented approaches. The research component will focus primarily on the work of John Gottman. The remainder of the course will focus on one particular model of couples treatment, The University of Chicago 59

the Emotional Safety model. Students will learn the theoretical foundation of the model in modern affect theory and will explore application of the model through role playing and other in-class exercises. The goal of the course is to have both a strong conceptual framework and a beginning repertoire of clinical skills for treating couples. D. Catherall

40300. Treatment of Children This course is designed to be a companion course to SSAD 42600 Diagnosing Mental Disorders in Children and Adolescents and will begin where the diagnostic course ended. Assessment, treatment planning, treatment implementation, and evaluation of treatment efficacy will be addressed for DSM IV-TR disorders of children and adolescents. Students will be expected to be familiar with DSM IV-TR classification and diagnosis of mental disorders in children and adolescents. Emphasis will be placed on attention deficit and disruptive behavior disorders, anxiety disorders, mood disorders, eating disorders, pervasive developmental disorders, and attachment problems. Both individual and family-based approaches will be addressed. Treatment approaches that have strong theoretical and empirical basis will be reviewed. This course will be appropriate for students with interests in practicing in mental health settings, schools, health care settings, and family service programs. Prerequisite: SSAD 42600. Susan McCracken

40403. Fundamentals of Behavioral Therapy: Contemporary Approaches Many persons seeking treatment present with problems more extreme than individuals described as the “worried well” yet they do not display the symptom profile of persons diagnosed with a “severe mental illness.” Typically, these individuals experience chronic distress; they present with impulsive coping styles, chaotic relationships and affective dysregulation. Psychotherapy for persons presenting with chronic distress present a unique set of challenges. Most research in psychotherapy outcomes suggest that one of the most important factors associated with successful treatment is the relationship between the client and therapist. Traditionally, focus on the therapeutic relationship has been the purview of experiential and psychodynamic therapies. However, in the past ten years, three behavioral models of psychotherapy have been introduced that focus on the relationship in the therapy session. To varying degrees, these therapies are based on a large body of knowledge developed over the past several decades in the study of verbal behavior. In this class, participants will be introduced to a behavioral conceptualization of phenomena such as emotion, memory, cognition, and beliefs. Discussion of these private behaviors will conclude in a presentation of a behavioral theory of the “sense of self”. For the remainder of the course, participants will revisit these concepts as they apply to discussion of three influential behavioral therapies. First, participants will become acquainted with specific clinician behaviors that foster the curative role of the therapist as articulated in Functional Analytic Psychotherapy (FAP) developed by Robert Kohlenberg. Second, participants will discuss the role of verbal behavior in human suffering and the “recontextualization” of painful private experience presented in Acceptance and Commitment Therapy developed by Steven Hayes. Finally, participants will be introduced to the therapeutic dialectic of acceptance and change as outlined in 60 The School of Social Service Administration

Dialectical Behavior Therapy (DBT) developed by Marsha Linehan. The goal of the course will be to briefly introduce participants to FAP and ACT and to provide an overview of the principles and strategies of DBT that explicitly address the diffuse, troubling experiences presented by most chronically distressed individuals. P. Holmes

40404. Cognitive and Behavioral Approaches: Children and Families Behavioral and cognitive theories form the bases for many of today’s evidence-supported clinical interventions for children and families. This course helps students understand these theoretical bases and how they are applied in (a) parent-management training programs for children with behavioral problems, (b) interventions for children and youth who have experienced trauma, and (c) clinical approaches for youth with severe emotional dysregulation. The course prods students to think about what children and youth need from their environments in order to develop healthy thinking and behavior. The course also emphasizes the purposeful and necessary use of relationship in cognitive and behavioral practices in ways that dem- onstrate respect, challenge children and youths’ cognitions about themselves, and help children and youth approach new relationships in healthier ways. Within these larger intellectual contexts, the course explores the substantial cultural challenges of these approaches. C. McMillen

40612. Psychotherapy with LGBT Clients This course is intended for students seeking to develop their clinical skills in the affirming treatment of Lesbian-Gay-Bisexual-Transgender (LGBTO) clients. Course content will address both theoretical and practice considerations in providing psychotherapy to this population. An integrative perspective will be used to examine various presenting issues and related interventions. In addition, the use of various modalities (including individual, couples, family and group therapy) and the rationale for each will be assessed as part of treatment planning. Special emphasis will be given to psychodynamic theories in exploring the phenomena of transference and countertransference. In an effort to help students conceptualize their work within a relevant sociocultural context, the history of LGBT clients in psychotherapy will be considered. Course activities will assist students in assessing what is unique or universal about clinical work with this population--and the importance of understanding this distinction. Considerations of healthy development across the life span for LGBT clients will be given special attention, as well as the role of a psychotherapist in facilitating this development. Throughout the class, case presentations and related discussions will serve to engage students in the application of course material. J. McVicker

40722. Death, Loss, and Grief across the Life Course In this course, we will discuss issues of death, dying, loss, and grief across the life course, with special focus on death and bereavement in old age. We will begin with the exploration of the diverse theoretical perspectives on human loss and grief. We will then examine how grieving is affected by type of loss, socioeconomic and cultural factors, individual personality and family functioning by reviewing The University of Chicago 61

empirical literature on loss and grief. We will explore the meaning of death and loss across the life course and examine how demographic, medical, and social changes have shaped the experiences of death, dying, and bereavement. We will also discuss various types of loss from an individual, family, and socio/cultural perspective. Coping and resiliency, diversity of human response to loss, role of social groups, religion, and spiritual experience, and their implications for social work practice will be explored. J. Ha

40800. Family Systems Approaches to Practice This course provides a systems-based conceptual and technical foundation for social work practice with families, considering multigenerational family life-cycle development, sociocultural context, and family diversity. We examine social constructions of the “normal family” with particular attention to changing family forms and gender roles, addressing the challenges facing diverse couples and families in a changing world. An overview of foundational models of family practice and recent developments in strength-based collaborative approaches highlights core concepts and methods in brief problem-solving, post-modern, and intergenerational, growth-oriented models. Discussion focuses on: (1) assessment of family strengths and vulnerabilities; (2) intervention objectives; and (3) the process of change. A research informed, integrative Family Resilience Framework is presented, identifying key family processes and intervention/prevention guidelines to foster resilience of at-risk children and distressed families by strengthening family functioning as presenting problems are resolved. Special topics include: working with child and adolescent concerns, family diversity, the role of culture and spirituality/belief systems in families, and disenfranchised/multi-stressed families. A broad range of practice issues and guidelines are illustrated with videotape and case examples. L. Anderson, B. Koff, G. Samuels

40922. Cognitive Behavioral Therapy: Theory and Practice Cognitive Behavioral Theory is a major practice theory that integrates the theoretical perspectives and therapeutic techniques of Cognitive Theory and Behavioral Theory. As such, CBT focuses on changing cognitions, changing behavior and on supporting client’s to develop coping skills. This course is designed to provide students with a basic understanding of CBT and to assist students with implementing CBT perspectives and techniques in their own practice. Lectures and course readings will review different considerations and applications of CBT with children, adolescents, adults, and vulnerable populations. Through lectures, readings and assignments, students will learn skills to conduct assessment, intervention and evaluation of clients from a CBT perspective. The relationship between theory and practice is emphasized, as is the empirical evidence supporting the use of CBT to effectively address a range of emotional and behavioral problems with diverse populations. Critiques of CBT will be discussed. Course assignments will emphasize the practical application of CBT techniques in practice. Students will be expected to implement CBT methods with a selected client and to record the therapeutic process. For clinical students completing a concentration requirement. A. Bouris 62 The School of Social Service Administration

41000. Psychodynamic Practice Methods I (Also HDCP 41250.) This course provides an introduction to contemporary psychodynamic thought and social work practice. The first part examines the defining features of the psychodynamic tradition and explores the growing emphasis on relational and social domains of concern in recent theory, research, and psychosocial intervention. Readings trace the development of psychodynamic understanding and social work practice, present the core concepts and essential concerns of the major schools of thought, and describe the empirical foundations of contemporary relational perspectives. The second part, focused on clinical practice, introduces principles of treatment and methods of intervention from an integrative relational perspective. Readings examine approaches to assessment, establishment of the therapeutic alliance, formulation of goals, representative forms of communication, use of interactive experience, and termination procedures. Presentations of clinical perspectives encompass a range of vulnerable groups and emphasize realistic, flexible use of strategies in view of varying levels of functioning, coping capacities, support systems, and social environments. Critical pluralism is introduced as an orienting perspective that sponsors dialogue among multiple theoretical traditions and helps social workers consider differing approaches in light of the pragmatic concerns and core values of the profession. B. Borden

41100. Psychodynamic Practice Methods II This course is designed to: (1) explain the underlying theory and resultant practice of psychoanalytic psychotherapy as a contextually-based activity that reflects definitions and roles of particular cultures, client needs and self-determination, and the socially sanctioned role of the therapist; (2) introduce students to the basic principles of psychoanalytic psychotherapy through a phenomenological or experience-based approach; and (3) highlight the role of the therapist in considerations of theory and practice. The latter focuses on students’ fieldwork and related experiences. Following an introduction to psychoanalytic psychotherapy, the course examines the relational approach to psychodynamic practice, which highlights the clinician’s willingness to examine his or her role in the therapy relationship and regards the client as a crucial teacher and guide in the process. Prerequisite: SSAD 41000. A. Raney

41200. Self Psychology and Social Work Practice This course provides a systematic overview of basic concepts in self psychology, with an emphasis on the integration of theory and clinical work. The conceptual framework offered by the psychoanalytic psychology of the self provides an integrated view of normal development, psychopathology, and the treatment process. This framework can be used to understand a broad range of individuals who are vulnerable to difficulty in maintaining self-esteem, regulating internal tension, and accomplishing life goals. This course begins with a review of self psychology views of normal development, psychopathology, and the treatment process. The concepts of self-object experience and the empathic mode of observation are emphasized, along with a re-examination of traditional psychoanalytic concepts of defense, resistance, transference, and counter transference. The course also briefly addresses how self psychology theory can be applied to issues of differing age groups/developmental The University of Chicago 63

tasks (children, adolescents, parenting, elderly), problems (child abuse, trauma), and modalities (marital, family, and group psychotherapy). R. Volden

41300. Cognitive Approach to Practice I This course is based on the assumption that the ways we understand our personal capacities, interpersonal connections, and social resources have an important influence on how we actually function in the world. In other words, our expectations or personal assessments bear on how we feel, what we do, and how others respond to us. At the same time, the options (or lack of options) that we encounter in our lives shape these personal meanings. Given this perspective, the course focuses on ways to help individuals reduce problems and reach their goals by helping them reconsider what things mean or could mean and by working actively to open up real options in their lives. Although the class is organized around a cognitive orientation to direct practice, it goes beyond traditional models of cognitive therapy by explicitly considering the social sources of negative meanings that many of our clients confront. SSAD 41300 is the first part of a two-quarter course. In this first quarter, emphasis is placed on gaining an understanding of the theoretical foundations of the cognitive integrative perspective. Although considerable attention will also be given to the practical applications of theoretical constructs, the major focus on practice occurs in the second quarter with SSAD 41400. N. Martinez

41400. Cognitive Approach to Practice II This course builds from the theoretical framework developed in SSAD 41300 to explicate how a cognitive-integrative approach can be used to guide work with a variety of specific mental health and social resource problems. The emphasis here is on learning how to use this approach in social work practice with adults. Specific attention will be given to issues of assessment, case formulation, and fitting interventions to the goals, problems, and capacities of individual clients. Prerequisite: SSAD 41300. N. Martinez

41500. The Practice of Group Work This course explores elements of group work practice in clinical and educational settings and includes experiential activities to build the group worker’s skill/competence in leading groups. Students will participate in a brief, personal growth small group to grasp important aspects related to becoming skilled group leaders. These aspects include: planning and preparing to lead the group; understanding leaders’ roles and responsibilities; facilitating group dynamics to promote positive changes in participants; co-leading; designing group work curricula; and considering the ethical issues inherent in therapeutic group work. D. Baptiste

41600. Public School Systems and Service Populations This course familiarizes students with the origin and history of school social work, the organization of American public schools, the current role of the social worker in a variety of public school settings, and the populations served by school social workers. Students address issues such as working with parents and the community, 64 The School of Social Service Administration

crisis intervention, group treatment, child neglect and abuse identification and reporting, services to culturally and economically diverse populations, and current policy issues impacting K-12 education. The class format includes group discussions and relevant readings. Prerequisite: Enrollment limited to students getting Type 73 Certificate, consent of instructor required for students from other departments. (Completion of course required for State School Social Work Certification.) L. Maggiore and D. Patton

41700. Clinical Treatment of Abusive Family Systems The family lays the foundation in a micro-system for the future emergence of abuses in families and societal macro-systems. This course is concerned with family abuse, substance abuse, conflict, power, and the processes in which these patterns maintain themselves. This course focuses on theoretical and clinical application of a multiple systems model when working with abusive family systems. The model is designed to intervene in the societal, family, and individual contexts of the client. The classes include a mix of theoretical information and specific clinical interventions. Classes are a mixture of didactic material, videotape example, and group discussion. The course includes a broad exploration of the following areas: child sexual abuse, spouse abuse, child physical abuse, eating disorders, and drug and alcohol substance abuse. M. Barrett and K. Underwood

41900. Treatment of Adolescents: A Contextual Perspective This contextually-based course will integrate developmental and systems theory to develop a framework for the assessment and treatment of adolescents. Conceptions of adolescence will be examined using research data. Indications for individual, group, and family treatment will be delineated. Emphasis will be on sharing responsibility with the family and collaborating with other social and helping institutions from engagement to termination. Specific topics: adolescent development, intergenerational relationships, gender, substance abuse, eating disorders, family violence, social victimization and cyber-bullying, and adolescent manifestations of mental health disorders. A working knowledge of human development, systems theory, and ecological approaches to social work is required. Susan McCracken

42001. Substance Use Practice Social workers, regardless of their practice setting, frequently encounter individuals, families, and communities adversely affected by alcohol and other drug use. A 2002 survey of NASW members revealed that during the year prior to the survey 77% of members had taken one or more actions related to clients with substance use problems; these actions typically included screening, treatment, or referral. Especially relevant for social work practice is the understanding that substance use can be both adaptive and potentially maladaptive and that poverty, class, racism, social isolation, trauma, sex-based discrimination, and other social inequalities affect both people’s vulnerability to and capacity for effectively dealing with substance use problems. This course will facilitate the development of attitudes, knowledge, and skills needed for effective clinical practice with substance users. The course will review the core concepts and essential features of substance use intervention including models for understanding substance use, the transtheoretical model of change, and counter- The University of Chicago 65

transference. We will examine a range of contemporary approaches to substance use treatment including harm reduction, motivational interviewing, and relapse prevention, and review the literature related to the implementation of these practices in the field. Additionally we will consider several special topics related to the intersection of mental illness and substance use, trauma and substance use, working with families, and the role of spirituality in treatment. Students will be encouraged to draw on their direct practice experience with clients affected by substance use concerns. T. Devitt

42100. Aging and Mental Health This course integrates the theories and practice skills needed for effective clinical work with older adults and their families. The developmental process of aging, fostering an alliance, overcoming stigma, use of self, therapeutic bias, and ethical dilemmas with this population are covered. Specific focus is given to the significance of the older person’s history, background, and culture as well as understanding behavior within the environmental context. Students will develop assessment, diagnostic and treatment skills with older adults. Similarities and differences in practice techniques with other age groups are reviewed and generic principles identified. Concrete service delivery and care management, as well as individual, family, and caregiver interventions, are addressed. The class format includes didactic material, case examples, films, and group discussions. S. Dornberg-Lee

42201. Advanced Seminar on Violence and Trauma Theory and application discussed in SSA 41700 serves as the conceptual framework from which this advanced seminar begins. Using multiple systems as a foundation, this course investigates the nature of complex trauma from developmental and neurodevelopmental perspectives. Current neuroscience research provides opportunities to explore traditional as well as body-centered psychotherapies across client populations and settings. As part of the learning experience and application to direct practice, students will apply course material to specific populations impacted by violence which may include, but are not limited to: returning military personnel and their families, survivors of war/torture/terrorism, gang/community violence, hate crimes/LGBT violence, individuals and families impacted by suicide/ homicide, survivors of natural disasters, violence in prisons, violence against the clinician, and secondary or vicarious traumatization for clinicians (compassion fatigue). Additional topics that will be integrated throughout the quarter include: cultural competence in trauma practice, unique practice settings, ethical considerations, and the integration of various theoretical orientations/styles in working with complex trauma. This course requires a high level of student participation, experiential activities, and self examination. Note: Students must be present at the first class meeting in order to register for the course. Prerequisite: SSAD 41700. J. Levy

42322. Child & Adolescent Substance Use Substance use disorders are related to devastating outcomes including, but not limited to, trauma, incarceration, homelessness, mental illness, infectious diseases, 66 The School of Social Service Administration

medical conditions, and death. Substance use among children and adolescents is distinct from adult substance use and requires unique and specific attention to reduce the likelihood of negative outcomes. This course will address risk and protective factors for child and adolescent substance use, assessment, and treatment approaches. A primary goal of this course is to examine the spectrum of substance use across the developmental span of childhood and adolescence. There will be an emphasis on integrating theory and practice to not only reduce risk, but to also promote the health and potential of children and adolescents. Learning objectives will be achieved through analysis of selected readings, class discussion, multimedia presentations, and experiential activities. A. Sturdivant

42401. Comparative Perspectives in Social Work Practice Although many social workers endorse eclecticism as their preferred approach to practice, there is surprisingly little consideration of comparative perspectives that help clinicians think critically about differing theoretical systems and integrate elements from a variety of approaches in efforts to facilitate change and improve outcomes. This course introduces critical pluralism as an orienting perspective in an effort to sponsor practice across theoretical traditions, reviews the defining features of the major schools of thought, and presents an integrative approach to psychosocial intervention that draws on psychodynamic, cognitive, behavioral, and humanistic contributions. The first part examines representative models of psychosocial intervention, as set forth in psychodynamic, cognitive, behavioral, and humanistic traditions, and identifies the defining features of each school of thought as well as common elements, basic principles, and methods of intervention that operate across the systems. The second part introduces an integrative approach to psychosocial intervention informed by the work of Paul Wachtel, drawing on psychodynamic, cognitive, behavioral, humanistic, and systems perspectives. Limited to clinical concentration students or with consent of instructor. B. Borden

42500. Adult Psychopathology This course covers the description, classification, evaluation, and diagnosis of the adult psychiatric disorders described in the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV-TR). Additional topics include how to conduct a diagnostic and psychosocial evaluation, cultural factors in mental illness, mental illness in older adults, and discussion of the major categories of drugs used in treating psychiatric disorders. This course is appropriate for students with clinical interests and students with administration/policy interests. Stanley McCracken

42600. Diagnosing Mental Disorders in Children and Adolescents Determining the nature of an individual’s mental health problem is the first step toward rational and effective intervention. In the case of children and adolescents, the critical task of formulating a diagnosis is further complicated by the currently shifting conceptualizations of the nature and determinants of pathology in these age groups. This course focuses on assessing mental disorders in young people according to the DSM IV-TR classification system and on recognizing the clinical presentation The University of Chicago 67

characteristics of each diagnostic group. Associated family patterns and key issues in interviewing parents are highlighted. Assessment methodologies, including behavioral, psychobiological, and systemic, are surveyed. This course provides a beginning information base for students interested in working with children and adolescents. SSAD 42600 is a prerequisite to SSAD 40300 Treatment of Children. Susan McCracken

42700. Family Support Principles, Practice, and Program Development This course explores the theoretical principles and values underlying family support. The family support approach emphasizes prevention and promotion, an ecological framework, an integrated collaborative use of community resources, relationship- based intervention, and strengths-based practice. Students will examine programs that use family support principles and the evidence base for the effectiveness of such programs. Students will also explore key family support practice methods, including group work, home visitation, reflective supervision, and the parallel process in agency culture. Examples will draw heavily from programs focused on supporting families with infants and young children. S. Hans

42800. Clinical Intervention with Socially Vulnerable Clients Social workers are committed to social justice and to helping the most vulnerable members of society, but have often found traditional methods unsuccessful with this population. Although many of these clients carry a significant psychological burden derived from the internalization of oppressive experience, clinical response is frequently limited to concrete services and problem-solving tasks. Successful engagement of socially vulnerable clients in therapeutic intervention requires an integrated approach that addresses individual dynamic issues and environmental concerns simultaneously. This course presents the conceptual framework for such an approach, including consideration of clinical implications for policy design. Specific techniques that enhance effectiveness—such as multilevel assessment, the therapeutic use of metaphor, and practical action-oriented methods— are discussed in detail. J. Palmer

42912. Work and Family Policy: Policy Considerations for Family Support This course is a graduate-level seminar that examines contemporary policy questions of concern to families. The course will address a range of contemporary work and family issues. We will consider (1) the demographic, labor market, and policy trends affecting family income, family structure, family time, and family care; (2) conceptual frameworks and policy debates concerning the responsibility of government, corporate, and informal sectors in addressing work and family issues; and (3) specific policy and program responses in such areas as family leave, child care, work hours and flexibility, and income assistance. Throughout the course, we will consider the ideological, conceptual, and empirical basis for the issues we study. Although our primary focus will be on issues affecting low-income American families, relevant comparisons will be made throughout the course – cross-nationally, across race/ ethnicity, and across income. This course fulfills the second course requirement for the Family Support sequence but all SSA students are welcome. S. Lambert 68 The School of Social Service Administration

43212. Evidence-based Clinical Practice This is a clinical practice course in which students will learn how to identify and implement evidence-based interventions for individuals of all ages, families, and groups. Additional topics will include common factors in therapy, psychotherapy integration, addressing organizational factors in implementation of EBP, and using manualized interventions in practice. Evidence-based interventions for a variety of disorders will be discussed during the second half of the course. SSAD 43212 will meet the requirement for the 1-term methods course. Prerequisites: Students taking this course are expected to know how to formulate practice questions, to conduct an electronic evidence search, to assess the quality and usefulness of the research, to design an intervention based on this evidence, and to evaluate the effectiveness of this intervention. It is recommended that students who have not taken the EBP-related section of SSAD 44501 (Clinical Research: Using Evidence in Clinical Decision Making) during autumn term, read and study Gibbs, L.E. (2003). Evidence-based Practice for the Helping Professions: A Practical Guide with Integrated Multimedia. S. McCracken

43300. The Exceptional Child This course focuses on categories of exceptional children as defined by federal and state legislation, including the Individuals with Disability Education Act (P.L. 94-142), the Rehabilitation Act (Section 504), and policies and programs for children who have disabilities. The prevalence and description of childhood disabilities and chronic illnesses are discussed. The role of the social worker in providing appropriate services to children and their parents in a school setting is emphasized. Methods of evaluating children as well as current research in the field are considered. Enrollment is limited to SSA students only. (Completion of course is required for State School Social Work Certification.) A. Brake

43401. Family Systems: Health and Mental Health Informed by family systems theory and related research findings, this advanced course focuses on the mutual influence between families, health, and mental health, with particular attention to the contextual factors which influence these experiences. Interwoven with discussion of characteristics of illnesses in relation to families, this course includes several substantive health and mental health topics, such as HIV, cancer, substance use problems, severe and persistent mental illness, and developmental disabilities. In addition to this content, the course builds upon themes addressed elsewhere in the master’s curriculum to include attention to ethical decision-making, professional use of self, assessment, goal setting, intervention, and practice evaluation with families experiencing physical and mental health-related difficulties. Prerequisite: SSA 40800. M. Engstrom

43512. Advanced Seminar in Contemporary Group Practice This course is specifically designed for students who have not taken other group courses at SSA and are seeking extremely experiential and applied learning. This course addresses core group principles applicable to clinical and administrative The University of Chicago 69

social work practice. Students will have opportunities to enhance facilitation skills, explore dynamics of group membership, experiment with content versus process in group settings, and gain mastery in the use of creative/expressive/activity-based interventions in groups. As part of the learning experience and application to direct practice, students will participate in small personal growth groups. The structure of the course will also provide students with opportunities to engage in group activities/projects which may be directly applied to agency-based practice. Additional topics that will be integrated throughout the quarter include: cultural competence in group practice, unique practice settings, ethical considerations, and the integration of various theoretical orientations/styles to social work practice in groups. This course requires a high level of student participation, experiential activities, and self- examination. Note: Students may not be absent from the first class meeting. J. Levy

43612. Immigrant Families and Adolescents This advanced HBSE class explores the multidimensional processes of immigrant adaptation, with a focus on the development of immigrant adolescence. A new generation of immigrant families and their children is the fastest growing and the most ethnically diverse population in the U.S. In addition, adolescence can be a difficult developmental period. Thus, the majority of adolescents of immigrants face multifold challenges of being adolescent, immigrant, and an ethnic minority. This class explores a variety of issues related to such challenges. We will study various levels of factors that influence the psychosocial outcomes of immigrant adolescents, including individual, familial, and social factors of adaptation. The role of culture as a context for children’s development will be discussed in relation to children’s identity development and parent’s cultural adaptation. Discussions include the development of bicultural competence among adolescents and the role of parental adaptation in facilitating such bicultural competence. Implications for practice and research will be discussed. Y. Choi

43800. Skills for Conducting Psychotherapy with Chronically Distressed Persons Dialectical Behavior Therapy (DBT) is an empirically supported treatment originally developed for persons who struggle with suicide and/or parasuicide. It is a comprehensive treatment regimen focusing on the transformation of behavior responses to intrapersonal, interpersonal and environmental factors contributing to problems related to impulsivity, emotional liability, cognitive dysregulation and interpersonal chaos. Due to its success treating various psychiatric populations, DBT is now considered effective with persons who engage in any behavior where the function of the behavior is to avoid or escape aversive thoughts and/or emotions. DBT was one of the first cognitive behavior therapies to integrate mindfulness, acceptance and willingness into treatment regimens that traditionally focus on change and control. It is therefore considered a pioneering therapy in what is now called the “third wave” in behaviorism. This class is intended to provide students with advanced training in the principles and practice of DBT. To that end, via lecture, experiential exercises, roleplay and a self-change project, participants will be exposed to the four components of DBT: Skills Training, Individual Therapy, Telephone Consultation and the Consultation Group. However, a basic tenet of DBT 70 The School of Social Service Administration

is that therapists should not expect their clients to engage in behaviors and activities they are unwilling to do. Therefore, emphasis in this class will be place on experiential knowledge. Therefore, interested participants will be expected to make a basic set of commitments that expose them to may of the emotional reactions experienced by their future clients. In addition to a self-change project, participants will commit to complete a diary card and practice mindfulness on a daily basis. Other learning activities include co-facilitating and participating in a skills group, a DBT individual therapy session and a consultation group. Prerequisite: 40403. P. Holmes

43900. Disability: Medical, Ethical, and Psychosocial Issues This course examines a broad range of topics relating to disability and society. We will study traditional medical models of illness as well as social and minority paradigm models that arose from the disability rights movement. We will examine the impact of disability throughout the lifespan, review theories of adaptation, and discuss clinical practice concerns/interventions. Participants will have opportunities to study specific disabilities that interest them within the framework of the course. Social policy, disability-related entitlements, and recent legislation also will be covered, along with controversial disability ethics concerns such as physician- assisted suicide and health care rationing. R. Brashler

44000. Loss, Recovery, and Resilience Of all human experiences, death and loss pose the most painful challenges. Traumatic losses can contribute to depression, relational difficulties, substance abuse, and behavioral problems. This course presents a developmental systemic framework to understand the individual, family, and community impact of death and other disruptive losses (e.g., divorce; foster care; adoption; serious illness and disability; migration; job loss; ambiguous, unacknowledged, or stigmatized losses; suicide; homicide; major disaster; and war-related atrocities). Students examine variables in risk and resilience; loss of a parent, child, sibling, spouse, and other significant relationships at various life cycle stages; family roles, relationship dynamics, and multigenerational legacies; and sociocultural influences. A research-informed family resilience approach is applied to support key processes for healing and adaptation, with guidelines to assist individuals, couples, families, and communities with threat- ened loss, end-of-life dilemmas, recent bereavement, and long-term complications. Video and case illustrations are provided. M. Pappas

44301. Psychodynamic Perspectives on Spirituality This course explores the meanings and assumptions practitioners and clients bring to the psychotherapy experience. Materials are drawn from current psychology and theology texts, with an emphasis on relational theory and the co-creation of the therapeutic alliance. Students are encouraged to examine their own religious beliefs and the ways these elements inform and influence their practice. Clients’ belief systems The University of Chicago 71

are highlighted because attitudes and experiences regarding spirituality and religion are a significant element of self-understanding and development. A. Raney

44401. Sexuality across the Life Cycle From birth through old age, sexuality is an essential component of human development impacting identity formation, self-esteem, and relationships. The developmental theories of Erickson and Freud offer dynamic frameworks from which to view sexuality. The exploration of sexuality becomes even more complex when the influences of family, culture, ethnicity, and religion are considered. This class will focus on the developmental aspects of sexuality relevant to each life stage as viewed through the multiple social constructions impacting sexuality, gender, and sexual orientation. Special attention will be given to marginalized sexualities, particularly women’s sexuality and gay/lesbian/bisexual sexuality. A number of theoretical perspectives will be incorporated to provide tools for critical thinking about sexuality and human development. S. Batten

44501. Clinical Research: Using Evidence in Clinical Decision Making This course teaches the skills necessary to develop and use information and data relevant to practice decision-making. A primary goal of this section is to encourage the development of more systematic and empirically-based clinical decision-making, with an emphasis on evidence-based practice (EBP). Students will develop skills to formulate practice questions, to conduct an electronic evidence search, to assess the quality and usefulness of the research, to design an intervention based on this evidence, and to evaluate the effectiveness of this intervention. Students will learn how to evaluate their practice using tools such as logic models, goal attainment scaling (GAS) and other assessment instruments to monitor progress and outcome, and visual analysis of data graphs. Prerequisites: SSAD 30200 or faculty approval following research exam. S. McCracken, T. Rzepnicki

44505. Clinical Research: Integrating Evidence into Practice This course teaches the skills necessary to identify, generate, evaluate, and apply practice relevant data. This course is designed to teach students how the process of evidence based practice (EBP) translates into diverse practice settings and develop their understanding of the current challenges and strategies for engaging in EBP. Students will increase their ability to systematically respond to demands for the use of evidence in social work practice. Students will gain practical skills in formulating answerable questions, searching for evidence through electronic search engines and other means, assessing current best evidence for both quality and fit with practice settings, and monitoring the implementation through a problem based learning approach. Prerequisites: SSAD 30200 or faculty approval following research exam. J. Bellamy

44700. Health Policy This course is an in-depth look at contemporary health policy issues. We tackle four major health policy issues in the class. For each issue we examine the policy problem—providing some historical perspective on emergence of the issues—and 72 The School of Social Service Administration

consider various policy alternatives to address the problem. We analyze policy solutions according to their ability to improve health care access and quality and their ability to keep health care costs under control. We will also consider whether these programs are envisioned as part of a broader social entitlement package or as individual benefits. C. Grogan

44800. Urban Adolescents in Their Families, Communities, and Schools: Issues for Research and Policy Early and mid-adolescence is a critical stage in the life course. Urban adolescents face special risks and often have fewer supports and opportunities to guide them through this critical period. As the United States population becomes increasingly diverse, particularly in urban areas, families, communities, and schools may need to create new social institutions and relationships to meet the needs of this new population. This course focuses on three central questions. First, how are the education and developmental trajectories of adolescents shaped by their experiences in their families, schools, and communities as well as the interrelationships among these domains? Second, what are the special needs or issues that arise for adolescents who are from immigrant families, who are cultural, racial, or ethnic minorities, or who are from educationally and economically disadvantaged households? And third, how do we translate an understanding of the needs of adolescents and the conditions in families, communities, and schools that foster positive development into the design of policies and practice? M. Roderick

45312. Urban Social Movements Social groups with limited access to normal politics often engage in mobilization, or contentious politics, in order to gain rights, resources or recognition. Many of these social movements have emerged in cities. In this course, we will attempt to answer the following questions: What are urban social movements? What sorts of mobi- lizing opportunities and constraints do cities pose for disadvantaged social groups? How have these groups sought to take advantage of urban-based opportunities, and how successful have they been? What kinds of urban justice movements do we observe in early-twenty-first-century cities, and how might we understand and expand their potential? The course begins by looking briefly at “classic” approaches to social movements, followed by an examination of selected work on urban social movements, including foundational contributions from sociology and subsequent research in geography that explores issues of place, network and scale. The second half of the course will examine several sets of case studies, focusing particularly on recent instances of immigrant mobilization. The fundamental goal of the course is to strengthen analytical and strategic thinking about the relationship between social mobilization and the urban environment. We will also be evaluating academic work on social movements in terms of its utility for ongoing mobilization efforts. W. Sites

45400. Economics for Social Welfare (Also SSAD 55400.) A working knowledge of economic concepts and theory is essential for most professional roles in social administration. This course introduces students to economics The University of Chicago 73

and to its use in analyzing social welfare policies. Economic concepts and models relating to preferences, costs, and choices are developed and used to analyze markets and issues that arise in the design and assessment of social welfare policies. Illustrations are drawn from such areas as health, housing, and disability. The course seeks both to convey the framework and concepts with which economists approach issues and to increase the likelihood that students will incorporate these in their own thinking about policy. H. Pollack, A. Proger

45600. Policy Analysis: Methods and Applications This master’s-level course provides students with the basic tools of policy analysis. Students will learn and apply tools of decision analysis in written group assignments and in an accompanying computer lab. Students will also learn and apply concepts of cost-effectiveness, cost-benefit, and cost-utility analysis with social service, medical, and public health applications. Doctoral students and master’s students who intend to take the course Advanced Applications of Cost-Effectiveness Analysis in Health will complete two additional laboratory assignments. Topics to be covered include: Decision trees for structured policy analysis, the economic value of information, analysis of screening programs for HIV and child maltreatment, sensitivity analysis, cost-effectiveness analysis of life-saving interventions and programs to reduce behavioral risk, valuing quality of life outcomes, ethical issues in cost-benefit analysis, analysis of “irrational” risk behaviors. Substantive areas covered include: HIV/substance use prevention, school-based prevention of sexual risk, smoking cessation, and housing policy. In the associated learning lab, students will use computer decision software to build and analyze decision trees in policy- relevant examples. They will conduct one-way and two-way sensitivity analysis to explore the impact of key parameters on cost-effectiveness of alternative policies. Students will receive an introduction to dynamic modeling in the context of HIV prevention, cancer screening, and transportation programs. Prerequisite: One prior course in microeconomics. H. Pollack

45722. Reflective Social Work Practice The goal of this course is to broaden and deepen students’ capacity to reflect on their practice of clinical social work --- what they do, why they do it, and how it both reflects and affects who they are and what they believe about people’s struggles and how people change. Social work’s fundamental values and ethics, theoretical concepts and skills will provide the framework for the course. Individually, and in interaction with classmates, each student will consider his/her personal integration of social work’s core principles and how to anticipate the development of these concepts over a career. Various clinical theories and models of intervention will be examined for how they mesh with both social work’s and the students’ basic beliefs and perspectives. Particular attention will be paid to increasing students’ understanding of the impact of human diversity and the student’s use of self in clinical practice. Assignments and class discussion will focus on material from participants’ clinical experiences, interests and concerns. Limited to students in the Clinical Concentration or with consent of the instructor. K. Mann 74 The School of Social Service Administration

45900. Staff Development and Supervision: A Systems Approach This course is presented from the perspective of a practitioner in the field and focuses on the day-to-day realities of developing a motivated and productive workforce in today’s complex environment. The value of clinical skills is highlighted throughout the course. Course content is relevant to students interested in direct practice, supervision, and administration. The course begins by establishing the broad framework for staff development: an assessment of an organization’s internal and external environment as it relates to staff development, and the relationship between organizational structure and staff development. The remainder of the course focuses on 5 critical areas to consider in developing an effective workforce: personnel administration, conflict management, team building, workforce diversity, and supervision. Students are expected to attend and participate in class discussions. The major assignment is an organizational analysis based on class discussions and reading material. Small groups are used throughout the course for discussions of case material and reflections on group process. D. Simpson

46412. The Evaluation of Social Welfare Programs and Policies This course will introduce students to a variety of approaches used to evaluate social service organizations, programs, and policies. The course will begin with an overview of the different roles evaluative research can play in informing policy and practice and the very real empirical and political barriers that limit the ultimate utility of rational decision making. Students will learn to frame evaluation questions and to match appropriate evaluation strategies to those of primary interest to key stakeholders such as program managers, boards of directors, funders, and policymakers. Issues of research design, measurement, human subjects’ protection, data interpretation, and presentation of findings will be discussed. Throughout the course, students will be encouraged to conduct critical analysis, including identifying the role values play in shaping the evaluation process and influencing key findings. P. Charles, D. Hass

46600. Special Problems in Health Care Management This course applies principles and methods from core courses to management problems that arise in a large managed care organization. The course considers problems of pricing, contracting, human resource management, quality assessment, ethics, and strategy. Students do extensive reading in the health care management field, complete case and problem set exercises, and attend administrative rounds in a major managed care organization. This course is required of all students in the Graduate Program in Health Administration and Policy. May be used to fulfill management distributional requirement in the Harris School. Prerequisite: GSBC 85600 or PPHA 46100 or SSAD 47500. L. Botwinick

46712. Organizational Theory and Analysis for Human Services This seminar explores the organizational aspects of social agencies, including the students’ field placement experiences. A major goal of the seminar is to help students develop an appreciation and understanding of the complex factors that affect organizational and worker effectiveness, service delivery patterns, and resource pro- The University of Chicago 75

curement and allocation. This is accomplished by applying diverse organizational theories and perspectives to the analysis of social service organizations. Topics include organization environment relations, organizational goals, power, structure and control, ideology and technology, and special topics. J. Mosley, M. Sosin

46800. Political Processes in Policy Formulation and Implementation Policies are formulated in a social and political environment which gives them shape, and which they, in turn, can be expected to alter. This course surveys a range of analytical frameworks for analyzing the politics of the policy process from the development of public issues, to legislative contests over policymaking, to policy implementation. It places these issues within the context of the changing dynamics of the welfare state, drawing on specific policy issues arising in the United States and other market democracies. Permission of instructor required for students from other departments. E. Brodkin, W. Sites

47000. Nonprofit Organizations: Concepts and Practice This course examines ways of dealing with some of the basic management issues that confront executive leaders of nonprofit organizations. Examples of issues that normally are covered include: organizing around missions, working with boards of directors, selecting a service or product mix, competing with other organizations, and evaluating services. Maintaining a strong emphasis on human service organizations, class sessions consider such issues by assessing both theoretical literature about how nonprofit organizations behave and practical literature describing state-of-the-art managerial strategies. On most weeks, the course is centered around a class discussion that brings the managerial strategies to bear on a detailed case study. M. Sosin

47222. Promoting the Social and Academic Development of Children in Urban Environments Schools are uniquely situated, and often designed, to play a significant role in not only the academic/cognitive development of children, but their socio-emotional development as well. In communities with few or limited resources, the school can play a particularly powerful role in enhancing children’s development and wellbeing. In such contexts, school social workers have opportunities to play leading roles in enabling schools to maximize this potential for facilitating the positive development of children. As one of the few professionals in the building with crossdisci- plinary training in human development, mental health and intervention, and group and systems theory, social workers are uniquely positioned to partner with school colleagues to help change school structures and practices such that they effectively support children’s academic and social growth, as well as proactively address barriers to learning and development. This course is designed to engage participants in thinking about how transforming the traditional role and practices of school social workers can enable schools to enhance elementary-aged children’s academic and social development. It is organized around three essential questions: 1) How do schools (through structures, pedagogy, practices) serve to facilitate, as well as hinder, the positive academic, social, and emotional development of elementary 76 The School of Social Service Administration

school-aged children? 2) What is the role of school social work in enabling schools to better develop and support the developmental competencies of children? And, 3) What skills and knowledge are needed to transform the role of school social work in elementary school settings? School Social Workers only. Others with consent of instructor. S. Madison-Boyd

47300. Strategic Management: External Factors This course will introduce students to the increasingly important impact that external market factors have on policy development and service delivery models in the field of social work and in health care services. The impact of market factors is experienced at multiple levels—from public policy maker to direct service staff—thus this course emphasizes both micro- and macro-level concepts. The class materials will cover a range of concepts that are key to understanding market-driven management, including strategic management, strategic alliances, strategic planning, social entrepreneurship, needs assessments, market research, organizational development, marketing, and ethics. Case studies will be used, including examples from the lecturer’s national consultation practice. Guest speakers who have experience with strategic management and market driven social work and health care practices will share their expertise with the class. J. Pyrce

47500. The Health Services System This course provides an intensive overview of health services finance, economics, organization, and policy for students in health administration. The course also focuses on applied problems of health services management and policy, drawing on theory and concepts developed in core courses. The course is required for all students in the Graduate Program in Health Administration and Policy. S. Brown

47622. Community Development in International Perspective “Community development” has different meanings in different contexts and at different points in time, but there are a number of theoretical orientations and principles of practice that are common across different community development frameworks, or that compete with each another for ascendance in different places and eras. This course will explore a range of theories that have informed community development practice internationally, and investigate them within the context of several case studies of community development approaches in both rural and urban settings and in both developing and industrialized contexts. R. Chaskin

47801. Human Rights Perspective for Social Work Direct Practice This course will explore the connections between the vision, values, and actions of human rights work and those of direct practice social work in both historical and contemporary times. The course will examine human rights through various lenses including war, torture, and access to health care, and will provide intellectual foundations and practical guidelines for forging a more rights-oriented social work practice. A. Rynell The University of Chicago 77

48112. Community Organizing This is a class about community organizing and how organizing brings about collective action. Through analysis of both historical and contemporary community organizing efforts, students will learn how organizing mobilizes people to gain power and influence over public policy and decision-making that directly impact them. Students will be introduced to different conceptual models of organizing, as well as how these models employ different theories of social change. The course emphasizes the “nuts-and-bolts” of organizing, ranging from strategic vision formulation to campaign development to one-on-one engagement. Students will have the opportunity to learn, discuss, and employ these different organizing skills and techniques through in-class exercises and group projects. V. Parks

48200. Seminar: Political Economy of Urban Development This seminar develops the conceptual basis for understanding and addressing urban problems within a political economy framework. Drawing from an interdisciplinary literature on cities, the course introduces a range of analytical approaches to the economic and political forces that shape urban development, including the capitalist economy, governmental institutions, city/suburban divisions, machine/ reform dynamics, urban land markets, regime politics, economic globalization, and social movements. Particular attention will be given to the relationship between politics and markets in generating urban growth, employment, real-estate development, housing, and neighborhood revitalization, as well as poverty, urban decline, racial exclusion, educational inequality, and residential displacement. The course examines a number of strategies to address problems at multiple levels of the urban system, including federal urban policies, decentralized planning and localism, electoral mobilization, political advocacy, public-private partnerships, social entrepreneur- ialism, arts/ cultural/ entertainment strategies, and regionalism. R. Fairbanks

48300. Theories and Strategies of Community Change This course examines theories and strategies of organizing communities for the purpose of achieving social change. The course considers approaches, concepts, and definitions of community and the roles of community organizations and organizing efforts, especially those in diverse, low-income urban communities. A primary course objective is to explore how social problems and their community solutions are framed, the theoretical bases of these solutions, and the implementation strategies through which they play out in practice. Topics include resident participation, community-based planning and governance, community development, organizing in and among diverse communities, coalition building, and policy implications of different approaches to community action. The course includes both historic and current examples of community action practice in Chicago and nationally. Throughout, the course emphasizes political and economic events that shape, constrain, and enable community action and organization. V. Parks 78 The School of Social Service Administration

48500. Data for Policy Analysis and Management This course gives students hands-on experience in basic quantitative methods that are often used in needs assessment, policy analysis and planning, resource allocation, performance monitoring, and program evaluation. The class emphasizes four essential ingredients of using data effectively: (1) organizing data to answer specific questions; (2) conducting and interpreting appropriate analyses; (3) presenting results clearly and effectively to policymakers and others; (4) becoming critical consumers of data-based analyses and using data to inform practice. Students will learn techniques for descriptive, bivariate, and multivariate statistical analysis, and for tabling and graphing results, in the statistical program SPSS. Prerequisites: SSAD 30200 or faculty approval following research exam. A. Banman, H. Hill, M. Roderick, C. Smithgall

48800. Child and Family Policy This course examines social issues and policy dilemmas generated by the changing institution of the family. A particular focus of the course is the ongoing evolution of social policy regarding the role of the state in managing relationships between children and their caregivers, particularly with respect to vulnerable and/or stigmatized populations (e.g., the poor, single-parent families, families of color, sexual minorities). The course will examine legislation and administrative regulation in one or more of the following areas: public assistance for low-income families; child custody; child care; youth policy including juvenile corrections; child welfare services; and adoption. It will also provide a cross-national comparison of policies intended to promote child and family welfare. M. Courtney

49012. Aging and Public Policy This course begins with an examination of the historical development of public policies on aging. Students will use an understanding of this history to critically examine current policies and programs. In particular, attention is given to the design and delivery of services and their implications for the social, economic, and physical welfare of the aged and their caregivers. The unique dynamics that accompany the initiation, implementation, and impacts of aging policies are considered as students contemplate the design and development of future policy. C. Grogan

49112. Children, Families, and the Law This course examines the impact of family and juvenile law on parents and children and its interaction with social work. The statutes, regulations, and case law that define the rights, responsibilities, and relationships of parents and children under our legal system will form the framework for the course. The course covers the public policies that have influenced recent changes in delinquency law and the law on abuse and neglect and that may lead to new legislation regarding custody, visitation, and parentage. In addition, the course considers the role of the social worker with respect to family and juvenile law as the provider of both direct services to children and families and guidance to the courts; and as an advocate for laws to promote the interests of parents and children. H. Snyder The University of Chicago 79

49412. Nonprofit Organizations and Advocacy for Social Change Social change activists often form nonprofit organizations to help accomplish their goals, while managers of human service nonprofits often desire to create social change as well as help individuals. As a result, nonprofit organizations of all kinds play a large and growing role in promoting and shaping social change, at both the policy and community level. This course explores theory and practice relating to nonprofit organizations in their role as political and community actors, andis intended for students who are interested in the interface between nonprofit management and social change activism. The course will review both top down and bottom up methods of social change from the perspective of a nonprofit manager, exploring the benefits, challenges, and implications of a variety of strategies, with a primary focus on policy advocacy in human service nonprofits. Overall, the course will include a mix of practical management-related skill-building, and discussion and study of relevant theory from the organizational and social movement literatures. J. Mosley

49600. Financial Management for Nonprofit Organizations This course will cover basics of financial accounting, budgeting, and planning with examples and applications for the general manager and non-financial professional. It is intended for persons with little or no formal finance and accounting training, and will cover a variety of related economic and financial concepts to help prepare managers in social service and other nonprofit organizations better interpret and use financial information in decision making and planning. The first portion of the class will focus on the development of an organization’s operating and capital budgets, the inherent financing and investing decisions therein, and the relationship between the budget process and overall organizational planning, daily operations, and financial management. The second portion of the class will focus on accounting principles and the creation and interpretation of financial statements. The development, analysis, and interpretation of organizational financial statements, including the balance sheet, income statement, and statement of cash flows will be covered. S. Lickfelt

49701. Administrative Methods This course provides a condensed introduction to the challenges of organizational management. With a primary emphasis on internal management issues including legal structure and governance, funding, accountability systems, and human resources, this course serves as a complement to SSAD 47300 Strategic Management: External Factors, as well as other management-related courses. The course provides students with a conceptual framework for understanding the management function and promotes the development of specific skills necessary to critically evaluate and purposefully select among different management strategies. Students’ past organizational and current field placement experiences are integral to the course assignments and class discussions. Given the multiple career pathways to management roles in social services, this course is designed to support both clinical practice and social administration students in their career-long exploration of the challenges of organizational management. S. Lane 80 The School of Social Service Administration

49812. Community Organization: Historical Contexts and Current Challenges This course offers a selective examination of community-based approaches to urban problems in the United States. Community organization has occupied an important, if sometimes hard-to-specify, position within social work and within urban activism more broadly. Its original conception of social organization and disorganization was drawn primarily from the Progressive Era settlement house and the sociolog- ical theories of the emerging Chicago School of the 1920s, but the field has been repeatedly redefined by subsequent events and innovators, especially the organizing theories of Saul Alinsky, the social movements of the 1960s, and the growth of the community-development sector over the final decades of the twentieth century. In recent decades, community organization has come to be viewed as a multiplepara- digm field in which each of the basic models—social planning/research, socialaction community organizing, and community development—has been pushed and pulled in various directions. Combining historical readings with more recent articles on community-based strategies inspired by these early examples, we will attempt to understand the various models both as historical responses to the particular conditions of the American city and as innovative approaches that continue to inform recent forms of community action. The course assumes a basic knowledge of traditional community approaches (such as might be gained from SSAD 48300 Theories and Strategies of Community Change) and, from this basis, seeks to deepen students’ understanding of the evolving relationship between the broader political economy, the socio-spatial organization of the city, and the changing opportunities for community-oriented action by marginalized urban groups. W. Sites

49900. Individual Readings and Research Staff 60100. Drugs: Culture and Context This course addresses the consumption, production, and distribution of drugs, as well as the representation and treatment of drug users, both in the United States and abroad. Course readings and discussions examine how substances move across history and social space, taking on different meanings and uses as they go. The course also explores the related questions of how and why different societies sanction, encourage, and prohibit particular kinds of drug use. Such comparisons reveal that our responses to drug use and users have as much to do with social norms and ideologies—such as notions of gender, race and class—as they do with the more-or- less deleterious effects of the substances themselves. The course also explores how the authorization of certain drugs in certain settings (e.g. binge drinking on college campuses) is connected not only to the social positions of users, but also to the mar- ketplaces in which these drugs are exchanged. Thus, in the latter half of the course, students will attend to the production, distribution, and consumption of drugs in relation to processes of global capitalism. S. Carr

60200. Spirituality and Social Work Practice This course examines the experience and the role of spirituality and religious traditions in clinical social work practice with client systems. The course considers the spiritual and religious contexts shaping assessment and intervention processes in The University of Chicago 81

clinical social work services and examines the ways that faith traditions and spiritual experiences shape clients’ and professionals’ lives, and the points of connection they form with the delivery of clinical social work services. Rather than overviewing specific religious belief systems per se, this course will primarily be attuned to the ways that clients’ faith traditions and spiritual experiences shape their healing and suffering. The course examines the resources as well as the dilemmas that clients’ spiritual and religious traditions present in our attempts to provide effective clinical social work services, and the means by which spiritual and religious influences can be tapped by social workers to better their clients’ lives. As a premise, this class takes the view that spirituality and faith traditions are experienced in a diversity of ways, and thus issues of difference and sensitivity to different expressions and experiences of spirituality and religious practice form a bedrock of considering clinical services to clients. S. McCracken

60300. Workforce and Workplace Development: Inequality in Employment This course will consider sources of inequality in the labor market and in workplaces. Empirical evidence and theory on labor markets and job conditions will be reviewed to provide insights into changing opportunity structures for lowerskilled workers. The goal will be to identify ways not only to ready workers for jobs in today’s economy, but also to improve the quality of lower-level jobs themselves. Many social service agencies today incorporate some type of job training or workforce development program. The course will help inform practice and program development in these areas. S. Lambert

60400. Poverty, Inequality, and the Welfare State Poverty and inequality create critical challenges for contemporary democratic societies. This seminar examines responses to these conditions in the U.S. and compares its responses to those of other countries. This examination includes consideration of the relationship between politics and policymaking, the character of public debates about poverty and inequality, conflict over the state’s role in responding to these conditions, and specific efforts to address these conditions through public policy instruments. The seminar brings both historical and international perspectives to bear, taking up selected examples that highlight how political responses to poverty and inequality vary over time and in different national settings. It also draws attention to the strategic implications for policymaking and practice. E. Brodkin

60700. Cultural Differences in Clinical Work This course covers the clinical importance of cultural differences as well as how to address those differences in practice. The course will discuss the differences and uni- versalities of human experience as they are relevant to clinical work. The material in this course also complements Adult Psychopathology (SSAD 42500) in that it will discuss cultural factors relevant to specific DSM diagnoses. This course is appropriate for students with interests in micro-level clinical work or research and policy related to clinical practice. N. Martinez 82 The School of Social Service Administration

60800. Child and Adolescent Trauma This advanced seminar will offer students an opportunity to build on the framework studied in SSAD 41700 by learning how to heal traumatized children and adolescents. All types of traumatic experiences will be addressed, such as traumatic loss, violence, abuse, natural disasters, traumatic injuries, or accidents. The neurology of trauma with children, current research on how trauma affects children, and a variety of treatment techniques and modalities will be presented. Knowledge will be enriched by a significant emphasis on developing clinical skills. Essential elements of the processes of evaluating and treating traumatized children and adolescents will be taught. The class format involves group discussions, readings, videotapes, and creative application of the course concepts through live demonstrations, and student role plays. Prerequisite SSAD 41700. K. Underwood

61100. Seminar in Violence Prevention This course provides students with an overview of emerging practices, programs, and policies that aim to prevent violence before-the-fact. The course will overview the common manifestations of interpersonal violence (including child abuse, youth and community violence, and intimate partner violence), examining their prevalence as well as their consequences. Students are then introduced to conceptual frames from which to understand violence and its before-the-fact prevention, including social ecological and public health models of violence prevention. The course then examines such topics as the role of risk and protective factors, screening and assessment for violence potential, evidence-based intervention and programmatic strategies targeting before-the-fact violence prevention, and examples advocacy efforts promoting broad changes in policy that affect interpersonal violence. Taught as a seminar, the course will address special topics relevant to violence prevention, and will include active discussion, case examples, videos, and presentation by experts in the field. The course is open to students in clinical practice and social administration concentrations, as well as Ph.D. students. N. Guterman

61200. Introduction to Aging: 21st Century Perspectives As the largest generation in American history ages, there is an urgent need for social workers trained in the special issues affecting older adults. This course will examine the forces which shape the evolution of both the perception and experience of aging in the 21st century. The course will consider the aging process from a variety of perspectives: physiological, sociocultural, and phenomenological. We will draw on multiple disciplines, including the arts, to present the diversity of the aging experience and to explore the manifold ways in which the dynamic interaction between the older person and his or her social and physical environment affects quality of life. Finally, the course will address expanding opportunities for social workers in direct service, administration, and policy-making in service of America’s older population. S. Johnson The University of Chicago 83

61400. The Social Meaning of Race This course will explore “race” in three ways. First, how does race operate as an ideology; that is, how do people understand race, how are those understandings shaped and how do they in turn shape perception? Secondly, how race operates as a structuring device? How does it determine life-chances? Thirdly, how does it operate in the field; that is, in particular organizational contexts, how does race affect the content and delivery of social services. C. Payne

61500. Urban Education and Educational Policy This course has two major strands. One strand is simply an examination of national thinking about urban schooling over the past 40 years, from the Coleman Report to today’s accountability-driven reforms. We will be particularly concerned with how educational policy has been shaped and with the problematics of translating policy into practice. The second strand is theoretical; we will be trying to understand these very contemporary problems through the lens of classical theory; that is, function- alism, Max Weber’s theory of bureaucracy and Marx’s theory of class conflict. C. Payne

61600. Strategies for Working with Infants, Toddlers, and their Parents This course introduces students to basic principles of early child development and to the assessment of developmental delay, disability, mental health problems in young children. Students will explore family-centered, child sensitive services in which professionals and families collaborate to support the family, the parent-child relationship, and infant and toddler development. Although the course will introduce theory and research on relationship-building strategies and reflective practice, the emphasis is on students applying what they are learning. The course provides educational experiences that can be used toward early intervention credentialing. V. Bernstein

61700. Group Work with Children This course provides the essential elements of group work with children and adolescents. Group work in its various settings, including schools, community clinics, and residential treatment centers, will be examined. Students will explore a variety of groups for children and adolescents. The course will cover all stages of group work, from screening and selection of participants through to methods and tools for assessing the successfulness of the group. Class members will spend time in simulated group situations, solving a variety of problems that can arise in group work with children and adolescents. Students will learn developmentally-appropriate techniques and activities to engage children and adolescents. This course employs some lecture, some group work (in class only), as well as class discussion. Students will develop skills and materials that they can bring to the workplace. S. Ben-Shahar

61900. Place, Poverty, and Social Policy This course is designed to help students explore the relationship between place, poverty, and the administration of social policies or programs in urban and rural communities today. The landscape of poverty in America has changed substantially 84 The School of Social Service Administration

in recent years: there are more poor people numerically in suburbs than in central cities today; poverty rates are rising at a faster rate in non-urban areas than in urban places; concentrated poverty has been declining in many central cities. This changing geography of poverty poses challenges for agencies and community leaders seeking to improve economic and personal well-being among disadvantaged populations. In particular, place affects the types of needs that emerge in high-poverty communities and the administration of social welfare programs in those communities. By better understanding how place shapes poverty, well-being, and social service provision, students will be better administrators, researchers, and advocates. S. Allard

62300. Theoretical Foundations of Social Group Work This course will examine the knowledge base underlying effective social work practice with different types of groups. In addition to drawing on theories which inform practice with individuals and families – systems, psychodynamic, and learning theories – group work utilizes knowledge from field theory, social exchange theory, and social science research into small group dynamics. As these theories are reviewed the practical application of this knowledge will be demonstrated through case discussion, observation, experiential learning, and selected course assignments. A. Bergart

62400. Community Ethnography Broadly defined, community ethnography is research that requires the researchers’ active participation in, as well as systematic observation of a community. However, what constitutes a community-and what qualifies people to claim some legitimate affiliation with one—are complicated questions, which will be addressed in the first part of this course. Through readings, discussions, and activities, we will find that researchers, social workers, and community members define “community” along a number of different lines, variously employing the terms of geography, history, ethnicity, intention, value, and/or identity to ground their definitions. We will also discover that how one defines community has much to do with how one approaches the research process. In this course, we will give considerable attention to the idea of community as a field of social practice. That is, we will learn how one studies community as situated, collective action, which must be reproduced for some sense of communitas to survive. Accordingly, ethnographic and ethnohistorical methods of social research will be highlighted. Students will learn about the philosophy behind these modes of inquiry and acquire some of concrete skills necessary to conduct this kind of work. As social workers and social work researchers, we will explicitly consider how community ethnography can aid in our various practice and policy endeavors. We will also discuss models of community research that are designed to allow university-based and community-based constituencies to share expertise, skills, and resources. S. Carr

62500. Social Work with LGBT Clients For many years, social work with lesbian-gay-bisexual-transgender (LGBT) clients has been understood as a highly specialized area of practice, limited to settings founded by the LGBT community and staffed by individuals with a deep commit- The University of Chicago 85

ment to working with this population. However, many LGBT clients are served by helping professionals in a wide array of practice sites extending far beyond the narrow confines of a single urban neighborhood. This reality poses many challenges for the field. All too often, the sexual identities of clients are not taken intocon- sideration and when they are, it is assumed to be heterosexual. Similarly, notions of gender are restricted to a rigidly binary construct that does not reflect the complexity of transgender experience. In order to work effectively with these clients, social workers must develop and utilize paradigms which assume LGBT individuals are represented within their respective target population—whether they identify as such or not. This course is designed to help social workers understand the harmful reductionism of heterosexist beliefs, recognize and confront their own collusion with this phenomenon and develop greater levels of comfort and competency in working with LGBT clients across a broad range of practice settings. J. McVicker

62600. Philanthropy, Public Policy and Community Change This course will examine the role philanthropy plays in supporting social and community change efforts designed to reform and/or enhance public policy. Patterns of giving, policy intervention strategies, structural issues, as well as programmatic opportunities and constraints will be illuminated. Course materials include policy analysis and contemporary American social change efforts, as well as research examining pertinent policies and practices governing the field of philanthropy. Students will have opportunities to analyze proposals for funding, identify public policy and community change implications and opportunities and recommend new strategies. Student discussion and independent research is a major class focus. The learning experience will be enriched by presentations from practitioners involved in public policy reform activities and by foundation representatives engaged in funding those efforts. E. Cardona

62700. Clinical Work in an International Context International social work is a broad term that includes a range of practice settings and professional activities (macro-level practice with nongovernment human rights organizations to direct practice with immigrants and refugees in U.S cities). Effective international social work practice is anchored in a conceptual framework that orients the student to international human rights and social justice and a set of cross-cultural competencies informed by this framework. We will use case studies from a variety of countries to illustrate important contextual conditions (legacies of dominance and trauma, war, social determinants of mental health) and to inform discussion of sustainable models of collaborative, cross-cultural work (participatory action, use of interpreters). Students will be introduced to issues that impact international practice, such as secondary trauma and resilience, boundary setting across cultures and working in resource-poor conditions. Trauma-informed, systemic, and relational theoretical models will be examined for their usefulness in informing international practice. M. Bunn 86 The School of Social Service Administration

62800. Social Work Practice with Latinos The purpose of this graduate level course is to prepare social workers to provide culturally responsive services to members of major Latino populations in the United States (i.e., Mexican Americans, Puerto Ricans, Cuban and Central Americans). The course is designed to: 1) enhance cultural sensitivity by using multiple relevant social science theories and frameworks (i.e., acculturation, social stratification, ethnic identity development) to teach social and cultural experiences of U.S. Latinos; and 2) enhance culturally competent practice skills by teaching a comprehensive Latino practice model and integrating an advanced multi-systemic practice approach. It will also provide a selective review of best and promising practices across various Latino psychosocial and health problems. Diversity within Latino populations along the lines of race, gender, sexual orientation, documentation status will also be addressed from a human diversity and social justice perspective. A. Delgado

62900. The Third Sector In Society: An International Perspective In the past 2-3 decades we are witnessing a tremendous growth in the number of nonprofit/nongovernmental/civil society organizations as well as in their volume of activity, and consequently in their importance. This phenomenon is not limited to a specific country or region and it is truly a global phenomenon. While those organizations develop differently in different countries and cultures, their activity has tremendous implications on the society, the economy, the polity, and the welfare system locally, nationally and internationally. The course will focus on the collective expression of this phenomenon, namely the Third Sector. Its perspective will be international. The recent growth of the Third Sector and the new roles it acquired has obvious policy implications. The course will deal with those. The first part of the course will focus on the Third Sector from a macro perspective—its dimensions, theories explaining its existence and patterns of relationships it establishes with the Public and the Business Sectors. The second part of the course will focus on nonprofit/ nongovernmental/civil society organizations, their unique roles in society (in social welfare, social action, and social change, focusing on issues as varied as disability, child welfare, poverty, political power, conflict resolution, and much more) and their unique characteristics that enable them to fill those roles. It will also deal with the interface of these organizations with the business world, particularly in the form of social enterprise. B. Gidron

63000. Child Welfare Practice This course focuses on child maltreatment and social work practice within the systems of care designed to help families and children when child maltreatment occurs. Students learn about the definitions, presentation, epidemiology, etiology, and social contexts of child neglect, child physical abuse, and child sexual abuse. The course highlights the special engagement, assessment and intervention issues related to each form of maltreatment and each of the major child welfare practice settings (in-home services, relative placements, nonkin family placements, congre- gate care, and independent living preparation programs). The course examines the evidence base for different child welfare practice interventions and the ways these interventions fit or don’t fit different cultural situations and the context of maltreat- The University of Chicago 87

ment. Students will gain more in-depth knowledge about a limited number of interventions proven to be effective. C. McMillen

Do ct o r a l Level Co u r s e s

50300. Social Treatment Doctoral Practicum This doctoral practicum is available as an elective for any doctoral student through individual arrangements with the Office of Field Education. Staff

50400. Development through the Life Course This course explores the biological and social patterning of lives from infancy through old age. Readings will include class and contemporary theory and research related to varied stages of the life course. Discussion will focus on paradigmatic themes in life course development such as: the social situation of lives in time and place, the interconnectedness of lives and generations, the nature of developmental transitions, the timing of life experiences, and the continuity of lives through time. Examples will be drawn from populations of traditional concern within social welfare policy and social work practice. S. Hans

52612. The History and Philosophy of the Welfare State This seminar engages participants in a critical and historical analysis of the welfare state in capitalistic, liberal democratic society. Focusing primarily on the US and sec- ondarily in international contexts, we will trace the evolution of philosophical, moral, ideological, and political-economic forces shaping the development of social work and social welfare in the 19th and 20th centuries. We will analyze how concepts such as labor regulation, federalism, veterans benefits, citizenship, geopolitics, private benefits, welfare capitalism, urbanism, neoliberalism, path dependency, and modern governance intersect with the formation and reformation of welfare states and the profession of social work. The course has three primary objectives. First, we will focus on the historical evolution of the US Welfare State; from the Colonial Poor Laws and the 19th century poorhouse, to Scientific Charity and the Progressive Era, to the New Deal/Great Society coalition and the neoconservative era. Second, we will explore the political economy of social welfare by considering its regulatory functions in capitalist societies. Third, we will explore the ways in which “welfare” introduces social techniques of governance (e.g. social work) in liberal democratic society. We will consider the advent of the term “social” under the philosophical tenets of liberalism; the “birth” of social work and social science; and the implications of professionalization in the field of social welfare. R. Fairbanks

53500. Dissertation Proposal Seminar This seminar consists of 15 two-hour sessions and is a working forum for students to explore with the instructor and their peers the process of initiating doctoral research. Beginning with the statement of a research question, students will produce succes- 88 The School of Social Service Administration

sively more complete documents, leading to full proposals. A three-person faculty committee will be appointed for each student in the sixth week of class to provide feedback on the work as it progresses. The course schedule will be established at the first session. S. Lambert

54000. Statistical Research Methods I This course is an introduction to probabilistic analysis, quantitative reasoning, and descriptive and inferential statistics. The course introduces students to analysis of data on the computer and will focus on practical research applications. Y. Choi

54100. Statistical Research Methods II This course is an introduction to regression analysis, including correlation, analysis of variance, and ordinary least squares techniques. The course focuses on issues that arise in data analysis, model building, and the interpretation of empirical results. Y. Choi

54400. Informal Helping Systems in Low Income Communities This course will consider the importance of informal systems of support as a means of coping with impoverished conditions and as a form of mobility out of such conditions. The course will examine social psychological approaches to studying informal support systems, with particular attention to theories of social capital, social exchange/reciprocity, social support, and social networks. The course takes the view that there are benefits and liabilities that can result from reliance on informal helping systems, and it will examine the conditions and characteristics of systems that are likely to produce either or both. Race, class, and community differences in the operation of informal support systems will be considered. J. Henly

54900. Research Methods for Social Work This course helps prepare doctoral students to design research that contributes to both theory and practice. The course is organized around three key types of validity (internal, measurement, and external) that are critical to conducting high quality research, regardless of research method. Topics include middle-range theory, linking theory and data, measuring theoretical constructs, the logic of causal analysis, model specification, field experimentation, multiple indicator models, and sample selection bias. One goal of the course is to give students insight into the challenges researchers face as they apply social science theory to real-world problems and settings. Another goal is to introduce students to a range of options for meeting these challenges. S. Lambert

55400. Economics for Social Welfare (Also SSAD 45400. See listing for SSAD 45400.) H. Pollack

55800. Perspectives on Social Welfare Politics This advanced seminar explores alternative theoretical explanations for the dynamics of social politics. Readings focus on historical and current issues in the development of selected welfare programs and also offer cross-national perspectives on the U.S. The University of Chicago 89

experience. A review of major analytical approaches used to study social politics will provide a foundation for exploring policy responses to poverty and inequality. E. Brodkin

56200. Seminar on Urban Politics and Community Action This seminar examines a range of approaches to urban politics and their implications for the study of community organizing, planning and development. The course is designed to provide a basic introduction to theories of urban structure, policy and politics drawn from sociology, political science and urban studies. We will also examine how these theories inform a variety of empirical investigations, from historical accounts to contemporary case studies, of the relationship between urban politics and community-level efforts to address such problems as inequality, poverty, disinvestment and displacement. The emphasis throughout the course will focus on the connections between theory, methodology and empirical investigation in the field of urban community research. W. Sites

56300. Applied Qualitative Research Seminar This qualitative research seminar is designed to support the productivity and promote the development of advanced doctoral students who have chosen a qualitative research design as part of the dissertation. This applied seminar creates a structured and rigorous context for students to learn with instructor guidance and experience all stages of the interpretive research process through designing, executing, evaluating, and presenting their own interpretive research. It is an expectation of this seminar that all students make substantial and ongoing contributions to the group learning process through providing peer feedback, group coding, group analysis, constructing/critiquing conceptual models and theoretical frameworks, and learning how to critically evaluate and enhance the methodological rigor in the projects of those involved in the seminar. It is designed to be a dynamic environment for moving forward with one’s work at all stages of the dissertation process; group needs and the instructor’s assessment of student’s individual progress will drive the content of each meeting. Prerequisites: A qualitative research course through SSA or approved equivalent. Students must have passed their qualifying examinations, selected a research topic, and be actively constructing their dissertation proposals. Permission of the instructor is required and enrollment is limited to maximize student learning in the structure of a seminar. G. Samuels

56801. Doctoral Workshop on Theory in Social Work Research This workshop will provide SSA doctoral students with the opportunity to examine the diverse social science theories that undergird social work and social welfare— as defined by contemporary scholarship in the field. The workshop is organized to support this process by offering bimonthly presentations loosely determined by a set of questions basic to the development of any field of inquiry: What fundamental epistemological paradigms are represented? What theoretical and conceptual frameworks undergird scholarship in social work and social welfare? How do scholars in the field ask questions and find answers? How do they make claims and support them? What specific research methods are used? The workshop is designed 90 The School of Social Service Administration

to introduce beginning students to ongoing research and scholarship in the School and to provide advanced students and faculty with a regular forum for presentation and discussion of their work. Participation in this seminar is required for first- year students; advanced doctoral students and faculty are encouraged to attend on a regular basis. One faculty member or advanced doctoral student will present his or her research each session and may assign readings in advance. S. Hans

59900. Individual Readings and Research Staff

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Fa cu l t y

Th e f o l l o w i n g i n c l u d e s a selection o f f a cu l t y publications. Fo r m o r e i n f o r m a t i o n , please contact t h e Sc h o o l .

Sc h o o l o f So c i a l Service Administration ALLARD, SCOTT W. Associate Professor. B.A., Minnesota; Ph.D., Michigan. Fields of Special Interest: welfare policy and reform; poverty and inequality. Selected publications: Allard, Scott W. 2010. Nonprofit helping hands for the working poor: The new realities of today’s safety net. In Old assumptions, new realities, ed. Robert D. Plotnick, Marcia K. Meyers, Jennifer Romich, and Stephen Rathgeb Smith. New York: Russel Sage Foundation. Allard, Scott W. and Benjamin Roth. 2010. Suburbs in need: Rising suburban poverty and challenges for suburban safety nets. The Brookings Institution, Center on Ur- ban and Metropolitan Policy. Allard, Scott W. 2009. Mismatches and unmet needs: Access to social services in urban and rural America. In Welfare reform and its long-term consequence for America’s poor, ed. James P. Ziliak. Cambridge, UK: Cambridge University Press. Allard, Scott W. 2009. Out of reach: Place, poverty, and the new American welfare state. New Haven: Yale University Press. Allard, Scott W. 2008. Place, race, and access to the safety net. In Colors of poverty, ed. Ann Chih Lin and David Harris. New York: Russell Sage Foundation. Allard, Scott W. 2008. Rethinking the safety net: gaps and instability in help for the working poor. Focus 26(1): 27-32. Allard, Scott W. 2008. Review of Poverty and discrimination, by Kevin Lang. Perspectives on Political Science 37(1): 55-56. Allard, Scott W. 2007. The changing face of welfare during the Bush administration. Publius: The Journal of Federalism 37(3): 304-32. Allard, Scott W. 2007. Review of Work over welfare: The story of the 1996 Welfare Reform Law, by Ron Haskins. Publius: The Journal of Federalism 38(2): 375-379. Allard, Scott W. 2006. Review of A stata companion to political analysis, by Philip H. Pol- lock III. Stata Journal 6(4): 584-87. Allard, Scott W. 2006. A starting foul in the study of the race to the bottom. Social Sci- ence Quarterly 87(4): 782-90. Allard, Scott W. 2004. Access to social services: the changing urban geography of poverty and service provision. In Survey Series. The Brookings Institution, Center on Urban and Metropolitan Policy. Allard, Scott W. 2004. Competitive pressures and the emergence of mothers’ aid programs in the U.S. Policy Studies Journal 32(4): 521-44. Lambright, Kristina, and Scott W. Allard. 2004. Making tradeoffs between SSBG and TANF: The interplay of block grant programs. Publius: The Journal of Federalism 34(3): 131-154. 92 The School of Social Service Administration

Allard, Scott W., and Sheldon Danziger. 2003. Proximity and opportunity: How residence and race affect the employment of welfare recipients. Housing Policy Debate 13(4): 675-700. Allard, Scott W., Daniel Rosen, and Richard Tolman. 2003. Access to mental health and substance abuse services among women receiving welfare in Detroit. Urban Affairs Review 38(6): 787-807. Allard, Scott W., and Jeffery Straussman. 2003. Using student consulting projects as a capstone in a public administration graduate program. Journal of Policy Analysis and Management 22(4): 689-701. Allard, Scott W., Richard Tolman, and Daniel Rosen. 2003. The geography of need: Spatial distribution of barriers to employment in metropolitan Detroit. Policy Studies Journal 31(3): 293-307. Allard, Scott W., Richard Tolman, and Daniel Rosen. 2003. Proximity to service providers and service utilization among welfare recipients: The interaction of place and race. Journal of Policy Analysis and Management 22(4): 599-613. Allard, Scott W. 2002. The urban geography of welfare reform: Spatial patterns of case- load dynamics in Detroit. Social Science Quarterly 83(4): 1044-1062. Allard, Scott W. 2001. Place, race and work: The dynamics of welfare reform in metropolitan Detroit. In Survey Series. The Brookings Institution, Center on Urban and Metropolitan Policy. Allard, Scott W., and Sheldon Danziger. 2000. Welfare magnets: Myth or reality? Jour- nal of Politics 62(2): 350-368. Allard Scott W. 1998. Revisiting Shapiro: Welfare magnets and residency requirements in the 1960s. Publius: The Journal of Federalism 28(3): 45-65. Allard, Scott W. 1998. Revisiting Shapiro: Welfare magnets and residency requirements in the 1960s. In Welfare reform: A race to the bottom? ed. Sanford F. Schram and Samuel H. Beer. Baltimore: Johns Hopkins Press. Allard, Scott W., Nancy Burns, and Gerald Gamm. 1998. Representing urban interests. Studies in American Political Development 12(2): 267-302. BELLAMY, JENNIFER L. (née Vick). Assistant Professor. B.A., M.S.W., Texas; Ph.D., Columbia. Fields of Special Interest: mental health services; child welfare; evidence- based practice; fathering. Selected publications: Bellamy, Jennifer L., Sarah E. Bledsoe, Jennifer I. Manuel, Lin Fang, and Edward J. Mul- len. In press. Addressing the barriers to EBP implementation in social work: Reflec- tions from the BEST Project. In From the task-centered approach to evidence-based and integrative pratice, ed. Tina Rzipnecki, Stanley McCracken, and Harold E. Briggs. Bellamy, Jennifer L., Geetha Gopalan, and Dorian E. Traube. In press. A national study of the impact of outpatient mental health services for children in long term foster care. Clinical Child Psychology and Psychiatry. Zayas, Luis H., Jennifer L. Bellamy, and Enola K. Proctor. In press. Considering the multiple service contexts in cultural adaptations: The case for parenting interventions. In Dissemination and implementation research in health: Translating science to practice, ed. Rabin Brownson, Graham A. Colditz, and Enola Proctor. New York: Ox- ford. Schurer, Jennifer, Patricia L. Kohl, and Jennifer L. Bellamy. 2010. Organizational context and readiness for change: A study of community-based parenting programs in one Midwestern city. Administration in Social Work. The University of Chicago 93

Bellamy, Jennifer L. 2009. A national study of male involvement among families in contact with the child welfare system. Child Maltreatment 14(3): 255-262. Kohl, Patricia L., Jennifer Schurer, and Jennifer L. Bellamy. 2009. The state of parent training: program offerings and empirical support. Families in Society 90: 248-254. Lee, Shawna J., Jennifer Bellamy, and Neil B. Guterman. 2009. Fathers, physical child abuse, and neglect: Advancing the knowledge base. Child Maltreatment 14(3): 227- 231. Manuel, Jennifer I., Edward J. Mullen, Lin Fang, Jennifer L. Bellamy, and Sarah E. Bledsoe. 2009. Preparing social work practitioners to use evidence-based practice: A comparison of experiences from an implementation project. Research on Social Work Practice 19: 613-627. Bellamy, Jennifer L. 2008. Behavioral problems following reunification of children who have experienced long term foster care. Children and Youth Services Review 30: 216- 228. Bellamy, Jennifer L., Sarah E. Bledsoe, Edward J. Mullen, Lin Fang, and Jennifer Man- uel. 2008. Learning from agency-university partnership for evidence-based practice in social work: Participant voices from the BEST project. Journal of Social Work Educa- tion 44(3): 55-75. Bledsoe, Sarah E., Ellen P. Lukens., Steven J. Onken, Jennifer L. Bellamy, and Lauren Cardillo-Geller. 2008. Mental illness, evidence-based practice, and recovery: Is there compatibility between service user identified recovery facilitating and hindering factors and evidence based practices? Best Practices in Mental Health: An Interna- tional Journal 4: 34-58. Matthieu, Monica M., Jennifer L. Bellamy, Juan B. Pena, and Lionel D. Scott. 2008. Accelerating research productivity in social work programs: Perspectives on NIH’s postdoctoral T32 research training mechanism. Social Work Research 32(4): 242-248. Mullen, Edward J., Jennifer L. Bellamy, and Sarah E. Bledsoe. 2008. Best practices. In Encyclopedia of social work, 20th edition, ed. Terry Mizrahi and Larry E. Davis. New York: Oxford University Press and NASW. Mullen, Edward J., Jennifer L. Bellamy, and Sarah E. Bledsoe. 2008. Limits of evidence in evidence-based policy & practice. In Diversity of research methods, approaches and theories in evaluation of social work practice. Copenhagen, Denmark: Aarhus Univer- sity Press. Mullen, Edward J., Sarah E. Bledsoe, and Jennifer L. Bellamy. 2008. Implementing evidence-based social work practice. Research on Social Work Practice 18(4): 325-338. Fang, Li, Jennifer Manuel, Sarah E. Bledsoe, and Jennifer L. Bellamy. 2007. Finding existing knowledge. In Social work research and evaluation: Quantitative and qualitative approaches, ed. Richard M. Grinell and Yvonne A. Unrau. New York: Oxford University Press. Manuel, Jennifer, Li Fang, Jennifer L. Bellamy, and Sarah E. Bledsoe. 2007. Evaluating existing evidence. In Social work research and evaluation: Quantitative and qualitative approaches, ed. Richard M. Grinell and Yvonne A. Unrau. New York: Oxford Univer- sity Press. Mullen, Edward J., Jennifer L. Bellamy, and Sarah E. Bledsoe. 2007. “Evidence-based social work practice”: evidenzbasierte praxis in der sozialen arbeit. In Evidenzbasierte Soziale Arbeit: Nutzung Forschung, ed. Peter Sommerfeld and Matthias Hüttemann, 10-25. Baltmannsweiler, Germany: Schneider Verlag Hohengehren. 94 The School of Social Service Administration

Mullen, Edward J., Jennifer L. Bellamy, Sarah E. Bledsoe, and Julia Jean Francois. 2007. Teaching evidence-based practice. Research on Social Work Practice 17(5): 574–582. Bellamy, Jennifer, Sarah E. Bledsoe, and Dorian E. Traube. 2006. The current state of evidence based practice in social work: A review of the literature and qualitative analysis of expert interviews. Journal of Evidence-Based Social Work 3(1): 23–48. McRoy, Ruth G., and Jennifer Vick. 2006. Intersecting child welfare: Substance abuse and domestic violence. In Intersecting child welfare, substance abuse and family violence: Culturally competent approaches, ed. Rowena Fong and Carmen Ortiz-Hen- dricks. Washington, DC: Council on Social Work Education. Pawson, Ray, and Jennifer L. Bellamy. 2006. Realist synthesis: An explanatory focus for systematic review. In Moving beyond effectiveness in evidence synthesis: Methodological issues in the synthesis of evidence from diverse sources of evidence, ed. Jennie Popay and Helen Roberts. London: National Institute for Health and Clinical Excellence. Mullen, Edward J., Jennifer L. Bellamy, and Sarah E. Bledsoe. 2005. Implementing evidence-based social work practice. In Evidence-based social work—towards a new professionalism?, ed. Peter Sommerfeld, 149–174. New York: Peter Lang. Mullen, Edward J., Aron R. Shlonsky, Sarah E. Bledsoe, and Jennifer L. Bellamy. 2005. From concept to implementation: Challenges facing evidence-based social work. Evidence and Policy 1: 1. Shlonsky, Aron R., Jennifer L. Bellamy, Jennifer Elkins, and Caryn J. Ashare. 2005. The other kin: Setting the course for research, policy, and practice with siblings in foster care. Children and Youth Services Review 27(7): 697–716. Shlonsky, Aron R., Jennifer Elkins, Jennifer L. Bellamy, and Caryn J. Ashare. 2005. In- troduction to the special issue on siblings and foster care. Children and Youth Services Review 27(7): 693–695. Vick, Jennifer., Ruth McRoy, and Bobbie M. Matthews. 2003. Young female sex offenders: Assessment and treatment issues. Journal of Child Sexual Abuse 11(2): 1–23. BORDEN, WILLIAM. Senior Lecturer. B.A., Indiana; A.M., Ph.D., Chicago. Fields of Special Interest: contemporary psychodynamic theory, research, and practice; comparative psychotherapy; integrative approaches to psychosocial intervention; neuroscience; developmental psychology; narrative psychology; psychology of religion; clinical social work practice; role of humanities in social work education. Selected publications: Borden, William. 2010. Taking multiplicity seriously: Pluralism, pragmatism, and integrative perspectives in social work practice. In Reshaping theory in contemporary social work: Toward a critical pluralism, ed. William Borden. New York: Columbia Uni- versity Press. Borden, William. 2010. Theory and practice in contemporary social work: Orienting perspectives. In Reshaping theory in contemporary social work: Toward a critical pluralism, ed. William Borden. New York: Columbia University Press. Borden, William, and James J. Clark. 2010. Psychodynamic theory, research, and practice: Implications for evidence-based intervention. In Evidence-based practice: An integrative approach to social work, ed. Tina Rzepnicki, Stanley McCracken and Harold Briggs. Chicago: Lyceum. Borden, William. 2009. Contemporary psychodynamic theory and practice: Toward a critical pluralism. Chicago: Lyceum Books. Clark, James J., and William Borden. 2009. A new language for child psychotherapy: A response to Jerald Kay. Journal of Loss and Trauma 14(4): 304-314. The University of Chicago 95

Borden, William. 2008. Comparative theory and integrative perspectives in psychosocial intervention. In Social workers’ desk reference, ed. Albert R. Roberts. New York: Oxford University Press. Borden, William. 2008. Contemporary object relations psychology and psychosocial intervention. In Social workers’ desk reference, ed. Albert R. Roberts. New York: Oxford University Press. Borden, William. 2006. Psychoanalysis, social justice, and the therapeutic endeavor. Psychoanalytic Social Work 12(2): 67-76. Borden, William. 2003. Donald Woods Winnicott. In Parenthood in America, ed. Law- rence Balter, 850-856. Denver: ABC-CLIO. Borden, William. 2002. Object relations psychology and clinical social work. In Social workers’ desk reference, ed. Albert R. Roberts and Gilbert J. Greene, 153–158. New York: Oxford University Press. BOURIS, ALIDA M. Assistant Professor. B.A. University of California at Berkeley; M.S.W., M.Phil., Ph.D., Columbia University School of Social Work. Fields of Special Interest: primary and secondary adolescent pregnancy prevention; unplanned pregnancy among young adults; HIV and STI prevention; family-based interventions, health disparity research; evidence-based practice. Selected publications: Bouris, Alida, and Vincent Guilamo-Ramos. In press. Writing strategies for school- based social workers. In Columbia guide to social work writing in the 21st century, ed. Barbara L. Simon and Warren Green. New York: Columbia University Press. Guilamo-Ramos, Vincent, Alida Bouris, James Jaccard, Bernardo Gonzalez, Wanda McCoy, and Diane Aranda. In press. A parent-based intervention to reduce sexual risk behavior in early adolescence: Building alliances between physicians, social workers, and parents. Journal of Adolescent Health. Jaccard, James, Vincent Guilamo-Ramos, Alida Bouris, and Patricia Dittus. In press. A three process system of parental monitoring. In Parental monitoring of adolescents, ed. Vincent Guilamo-Ramos, James Jaccard, and Patricia Dittus. New York: Columbia University Press. Bouris, Alida, Vincent Guilamo-Ramos, James Jaccard, Wanda McCoy, Diane Aranda, Angela Pickard, and Cherrie B. Boyer. 2010. The feasibility of a clinic-based parent intervention to prevent adolescent HIV infection, STIs, and unintended pregnan- cies. AIDS Patient Care and STDs 24(6): 381-387. Guilamo-Ramos, Vincent, Alida Bouris, and Susan Gallego. 2010. Latinos and HIV/ AIDS: A framework to develop evidence-based strategies. In Social services and social action in the HIV pandemic: Principles, method, and populations, ed. Cynthia C. Poindexter, 291-309. Hoboken, NJ: John Wiley & Sons. Guilamo-Ramos, Vincent, Patricia Dittus, Ian Holloway, Alida Bouris, and Linda Cros- sett. 2010. An integrated framework for adolescent cigarette smoking in middle school Latino youth. Youth and Society. DOI: 10.1177/0044118X09358312. Guilamo-Ramos, Vincent, James Jaccard, Patricia Dittus, Bernardo Gonzalez, Alida Bouris, and Stephen Banspach. 2010. The Linking Lives Health Education Program: A randomized clinical trial of a parent-based tobacco use prevention program for Latino and African American youth. American Journal of Public Health. DOI: 10.2105/ AJPH.2009.171637. Padilla, Mark B., Vincent Guilamo-Ramos, Alida Bouris, and Armando Matiz Reyes. 2010. HIV/AIDS and tourism in the Caribbean: An ecological systems perspective. American Journal of Public Health 100(1): 70-77. 96 The School of Social Service Administration

Guilamo-Ramos, Vincent, and Alida Bouris. 2009. Commentary on abstinence-plus programs for HIV infection prevention in high-income countries. Evidence-Based Child Health: A Cochrane Review Journal 4: 821–825. Guilamo-Ramos, Vincent, and Alida Bouris. 2009. Latino youth: Preventing HIV-infection: A brief guide for providers. AIDS Project Los Angeles, Los Angeles, CA and César E. Chávez Institute, San Francisco, CA. Available at: http://www.apla.org/ac- cionmutua/resources/AM/resources.html Guilamo-Ramos, Vincent, and Alida Bouris. 2009. Working with parents to promote healthy adolescent sexual development. The Prevention Researcher 16(4): 7-11. Guilamo-Ramos, Vincent, Alida Bouris, James Jaccard, Catherine Lesesne, and Mi- chelle Ballan. 2009. Familial and cultural influences on HIV-related sexual risk behaviors in Mexican, Puerto Rican and Dominican youths. In AIDS Education and Prevention 21(5): 61-79. Guilamo-Ramos, Vincent, Alida Bouris, James Jaccard, Catherine Lesesne, Bernardo Gonzalez, and Kosta Kalogerogiannis. 2009. Family mediators of acculturation and adolescent sexual behavior among Latino youth. Journal of Primary Prevention 30(3-4): 395-419. Soletti, Asha Banu, Vincent Guilamo-Ramos, Denise Burnette, Shilpi Sharma, and Alida Bouris. 2009. India-U.S. collaboration to prevent adolescent HIV infection: The feasibility of a family-based HIV prevention intervention for rural Indian youth. Journal of the International AIDS Society 12(1): 35. DOI: doi: 10.1186/1758-2652-12- 35. Guilamo-Ramos, Vincent, and Alida Bouris. 2008. Parent-adolescent communication about sex in Latino families: A guide for practitioners. The National Campaign to Prevent Teen and Unplanned Pregnancy, Washington, DC. Available at: http://www. thenationalcampaign.org/resources/pdf/pubs/Parent_AdolFINAL.pdf Guilamo-Ramos, Vincent, Alida Bouris, Patricia Dittus, and James Jaccard. 2008. Moth- er-adolescent communication about tobacco use in urban Puerto Rican and Do- minican families. Youth and Society 40(1): 86-113. Guilamo-Ramos, Vincent, James Jaccard, Patricia Dittus, Bernardo Gonzalez, and Alida Bouris. 2008. A conceptual framework for the analysis of risk and problem behaviors: The case of adolescent sexual behavior. Social Work Research 32(1): 30-45. Guilamo-Ramos, Vincent, Patricia Dittus, James Jaccard, Margaret Johansson, Alida Bouris, and Neifi Acosta. 2007. Parenting practices among Dominican and Puerto Rican mothers. Social Work 52(1): 17-30. Guilamo-Ramos, Vincent, James Jaccard, Patricia Dittus, Alida Bouris, Ian Holloway, and Eileen Casillas. 2007. Adolescent expectancies, parent-adolescent communication, and intentions to have sexual intercourse among inner city, middle school youth. Annals of Behavioral Medicine 34(1): 56-66. Guilamo-Ramos, Vincent, Patricia Dittus, James Jaccard, Vincent Goldberg, Eileen Casillas, and Alida Bouris. 2006. The content and process of mother-adolescent communication about sex in Latino families. Social Work Research 30(3): 169-181. Guilamo-Ramos, Vincent, Patricia Dittus, James Jaccard, Robert Turrisi, Margaret Jo- hansson, and Alida Bouris. 2006. Maternal perceptions of alcohol use by adolescents who drink alcohol. Journal of Studies on Alcohol 67(5): 730-737. Guilamo-Ramos, Vincent, James Jaccard, Patricia Dittus, and Alida Bouris. 2006. Pa- rental expertise, trustworthiness, and accessibility: Parent-adolescent communication and adolescent risk behavior. Journal of Marriage and Family 68(5): 1229-1246. The University of Chicago 97

Jaccard, James, Vincent Guilamo-Ramos, Margaret Johansson, and Alida Bouris. 2006. Multiple regression analysis in clinical child and adolescent psychology. Journal of clinical Child and Adolescent Psychology 35(3): 456-479. BRODKIN, EVELYN Z. Associate Professor. M.P.A., Northeastern; Ph.D., MIT. Fields of Special Interest: public policy; politics of the welfare state; public management; social politics; policy delivery and implementation. Selected publications: Brodkin, E. Z. 2010. Policy work: Street-level organizations under new managerialism. In Street-level organizations: New directions for research, Journal of Public Administra- tion Research & Theory, ed. Evelyn Z. Brodkin. Oxford University Press. Brodkin, E. Z. 2010. Putting street-level organizations first: New directions for policy and management research. In Street-level organizations: New directions for research, Journal of Public Administration Research & Theory, ed. Evelyn Z. Brodkin. Oxford University Press. Brodkin, E.Z., and Malay Majmundar. 2010. Administrative exclusion: Organizations and the hidden costs of welfare claiming. Journal of Public Administration Research and Theory. Brodkin, E.Z. 2009. Human service organizations as political institutions. In Human services as complex organizations, ed. Yeheskel Hasenfeld. Sage Publications. Brodkin, E.Z. 2009. The politics and governance of workfare in the U.S. In The new governance and implementation of labour market policies, ed. Flemming Larsen and Rik VanBerkel. DJØF Publishing. Brodkin, E.Z. 2009. Social Policy and Management in the U.S.: The Uncertain Politics of Reform. In La Nueva Gerencia Pública en América del Norte: Tendencias Actuales de la Reforma Administrativa en Canadá, Estados Unidos y México, ed. Mariá Pardo and E. Velasco. (Public Management in North America: Contemporary Trends in Administrative Reform in Canada, Mexico and the U.S.). Mexico City: Fondo de Cultura Económica. Brodkin, E.Z. 2008. Accountability in street-level bureaucracies: Issues in the analysis of organizational practice. International Journal of Public Administration. Brodkin, E.Z. 2007. Bureaucracy redux: Management reformism and the welfare state. Journal of Public Administration Research and Theory 17: 1-17. Brodkin, E.Z. 2006. Does good politics make for good practice? Reflections on welfare- to-work in the U.S. In Refereed conference proceedings: The politics and practice of welfare to work, ed. Greg Marston, Paul Henman, and Catherine McDonald. Brisbane: University of Queensland. Brodkin, E.Z. 2005. Toward a contractual welfare state? The case of work activation in the U.S. In Contractualism in employment services: A new form of welfare state governance, ed. Els Sol and Mies Westerveld. The Hague: Kluwer Law International. Brodkin, E.Z., Carolyn Fuqua, and Elaine Waxman. 2005. Accessing the safety net: Ad- ministrative barriers to public benefits in metropolitan Chicago. Chicago: Sargent Shriver National Center on Poverty Law and Legal Assistance Foundation of Met- ropolitan Chicago. Brodkin, E.Z. 2004. Requiem for Welfare. In Social problems, 32nd edition, ed. Kurt Finsterbusch. McGraw-Hill/Dushkin. Also, 2003. In Taking sides: Clashing views on controversial economic issues, 11th edition, ed. Thomas R. Swartz and Frank J. Bo- nello. Mc-Graw Hill. 98 The School of Social Service Administration

Brodkin, E.Z. 2004. Welfare administration. In Poverty and social welfare in the United States: An encyclopedia, ed. Gwendolyn Mink and Alice O’Connor. Santa Barbara: ABC-CLIO. Brodkin, E.Z. 2004. Welfare reform has not helped the poor. In Poverty and the homeless, ed. Mary E. Williams. San Diego: Greenhaven Press. Brodkin, E.Z. 2003. Street-level research: Policy at the front lines. In Policy into action: Implementation research and welfare reform, ed. Thomas Corbett and Mary Clane Lennon. Washington, DC: Urban Institute Press. Brodkin, E.Z., Carolyn Fuqua, and Katarina Thoren. 2002. Contracting welfare reform: Uncertainties of capacity-building within disjointed federalism. Joint Center for Poverty Research working paper. CARR, E. SUMMERSON. Assistant Professor. B.S., M.A., M.S.W., Ph.D., Michigan. Fields of Special Interest: the anthropology of social work; therapeutic language and metalanguage; cultural and social theory; drug use and treatment; gender and sexuality; qualitative methods; personhood; semiotics and sociolinguistics. Selected publications: Carr, E. Summerson. 2010. Enactments of expertise. Annual Review of Anthropology 39. Carr, E. Summerson. 2010. Qualifying the qualitative social work interview: A linguis- tic anthropological approach. Qualitative Social Work. Carr, E. Summerson. 2010. Scripting addiction: The politics of therapeutic talk and Ameri- can sobriety. Princeton, NJ: Princeton University Press. Carr, E. Summerson. 2009. Anticipating and inhabiting institutional identities. Ameri- can Ethnologist 36 (2): 317-336. Carr, E. Summerson. 2006. Secrets keep you sick: Metalinguistic labor in a drug treatment program for homeless women. Language in Society 35(5): 631-653. Carr, E. Summerson. 2004. Accessing resources, transforming systems: Group work with poor and homeless people. In Handbook for social work with groups, ed. Charles D. Garvin, Lorraine Gutierrez, and Maeda J. Galinsky, 655-687. Guilford Press. Carr, E. Summerson. 2003. Rethinking empowerment theory using a feminist lens: The importance of process. Affilia: Journal of Women and Social Work 18(1): 8-20. Yoshihama, Mieko., and E. Summerson Carr. 2002. Community participation recon- sidered: Feminist participatory action research with Hmong women. Journal of Com- munity Practice 10(4): 85-104. CHASKIN, ROBERT J. Associate Professor, B.S., Northwestern; A.M., Ph.D., Chicago. Fields of Special Interest: community organizing and development; community social organization; comprehensive community initiatives; youth development; associations and nonprofits; philanthropy and social change; research application and evaluation; crossnational research. Selected publications: Chaskin, Robert J., and Mark L. Joseph. In press. Building community in mixed-income developments: Assumptions, approaches, and early experiences. Urban Af- fairs Review 45(3): 299-335. Chaskin, Robert J., and Mark L. Joseph. In press. Social interaction in mixed-income developments: Relational expectations and emerging reality. Journal of Urban Af- fairs. Chaskin, Robert J. 2010. The Chicago School: A context for youth intervention, research and development. In Youth gangs and community intervention: Research, practice, and evidence, ed. Robert J. Chaskin, 3-23. New York: Columbia University Press. The University of Chicago 99

Chaskin, Robert J, ed. 2010. Youth gangs and community intervention: Research, practice, and evidence. New York: Columbia University Press. Chaskin, Robert J. and Mark L. Joseph. 2010. Building community in mixed-income developments: Assumptions, approaches, and early experiences. Urban Affairs Re- view 45(3): 299-335. Joseph, Mark L., and Robert J. Chaskin. 2010. Life in a mixed-income development: Resident perceptions at two developments in Chicago. Urban Studies. Chaskin, Robert J. 2009. Building community capacity for children, youth, and families. Children Australia 34(1): 31-39. Chaskin, Robert J. 2009. Toward a theory of change in community-based practice with youth: A case-study exploration. Children and Youth Services Review 31: 1127-1134. Chaskin, Robert J. 2008. Research, dissemination and impact: Issues, lessons and future directions. In Research for action: Cross-national perspectives on connecting knowledge, policy, and practice for children, ed. Robert J. Chaskin and Jona M. Rosenfeld, 131-157. New York: Oxford University Press. Chaskin, Robert J. 2008. Resilience, community, and resilient communities: Condi- tioning contexts and collective action. Child Care in Practice 14(1): 65-74. Chaskin, Robert J., and Jona M. Rosenfeld. 2008. Introduction: Mapping the terrain. In Research for action: Cross-national perspectives on connecting knowledge, policy, and practice for children, ed. Robert J. Chaskin and Jona M. Rosenfeld, 3-16. New York: Oxford University Press. Chaskin, Robert J., and Jona M. Rosenfeld, ed. 2008. Research for action: Cross-national perspectives on connecting knowledge, policy, and practice for children. New York: Oxford University Press. Rosenfeld, Jona M., and Robert J. Chaskin. 2008. Charting a course for fuller engagement: Toward a framework for action. In Research for action: Cross-national perspectives on connecting knowledge, policy, and practice for children, ed. Robert J. Chaskin and Jona M. Rosenfeld, 158-170. New York: Oxford University Press. Brown, Prudence, Robert J. Chaskin, Ralph Hamilton, and Harold Richman. 2007. Toward greater effectiveness in community change: Challenges and responses for philanthropy. In The community development reader, ed. James DeFilippis and Susan Saegert, 140-147. New York: Routledge. Joseph, Mark L., Robert J. Chaskin, and Henry S. Webber. 2007. The theoretical basis for addressing poverty through mixed-income development. Urban Affairs Review 42(3): 369-409. Kubisch, Anne C., Patricia Auspos, Prudence Brown, Robert J. Chaskin, Karen Ful- bright-Anderson, and Ralph Hamilton. 2007. Strengthening the connections between communities and external resources. In The community development reader, ed. James DeFilippis and Susan Saegert, 319-326. New York: Routledge. Sites, William, Robert J. Chaskin, and Virginia Parks. 2007. Reframing community practice for the 21st century: Multiple traditions, multiple challenges. Journal of Urban Affairs 29(5): 519-541. Chaskin, Robert J. 2006. Defining neighborhood. In Planning and urban design standards, ed. Megan S. Lewis and William R. Klein, 409. Hoboken, NJ: John Wiley & Sons. 100 The School of Social Service Administration

Chaskin, Robert J. 2006. Family support as community-based practice: Considering a community capacity framework for family support provision. In Family support as reflective practice, ed. Pat Dolan, John Canavan, and John Pinkerton, 42-60. London: Jessica Kingsley Publishers. Chaskin, Robert J., Robert M. Goerge, Ada Skyles, and Shannon Guiltinan. 2006. Mea- suring social capital: An exploration in researcher-community partnership. Journal of Community Psychology 34(4): 489-514. Chaskin, Robert J. 2005. Democracy and bureaucracy in a community planning process. Journal of Planning Education and Research 24(4): 408-419. Chaskin, Robert J. 2003. The challenge of two-tiered evaluation in community initiatives. Journal of Community Practice 11(1): 61-83. Chaskin, Robert J. 2003. Fostering neighborhood democracy: Legitimacy and accountability within loosely coupled systems. Nonprofit and Voluntary Sector Quarterly 32(2): 161-189. Chaskin, Robert J., Prudence Brown, Sudhir Venkatesh, and Avis Vidal. 2002. Building Community Capacity. Aldine Transaction. CHOI, YOONSUN. Associate Professor, B.A., Ewha University (Korea); M.S.S.W., Texas–Austin; Ph.D., Washington-Seattle. Fields of Special Interest: minority youth development; effects of race, ethnicity, and culture in youth development; children of immigrants; Asian American youth; prevention of youth problem behaviors; quantitative research methods. Selected publications: Choi, Yoonsun. In press. Risk factors for problem behaviors and conduct disorders among Asian American children and youth. In Asian American and Pacific Islander children and mental health, volume 2, Prevention and treatment, ed. Frederick T. Leong, Linda Juang, Desiree B. Qin, and Hiram E. Fitzgerald. Santa Barbara, CA: Praeger Press. Choi, Yoonsun, & Kim, Y. S. 2010. Acculturation and the family: Core vs. peripheral changes among Korean Americans. Journal of Studies of Koreans Abroad. 21: 135- 190. Choi, Yoonsun. 2008. Asian Americans: Korean. In Encyclopedia of social work, 20th edition, volume 1, ed. Terry Mizrahi and Larry E. Davis, 169-172. Oxford University Press and NASW. Choi, Yoonsun. 2008. Diversity within: Subgroup differences of youth behaviors among Asian Pacific Islander American adolescents.Journal of Community Psychology 36(3): 352-370. Choi, Yoonsun, Michael He, and Tracy W. Harachi. 2008. Intergenerational cultural dissonance, family conflict, parent-child bonding, and youth antisocial behaviors among Vietnamese and Cambodian immigrant families. Journal of Youth and Ado- lescence 37: 85-96. Choi, Yoonsun. 2007. Academic achievement and problem behaviors among Asian Pa- cific Islander American adolescents. Journal of Youth and Adolescence 36(4): 403-415. Choi, Yoonsun, Tracy W. Harachi, and Richard F. Catalano. 2006. Neighborhoods, family, and substance use: Comparisons of the relations across racial and ethnic groups. Social Service Review 80(4): 675-704. Choi, Yoonsun, Tracy W. Harachi, Mary R. Gillmore, and Richard F. Catalano. 2006. Are multiracial adolescents at greater risk? Comparisons of rates, patterns, and correlates of substance use and violence between monoracial and multiracial adolescents. American Journal of Orthopsychiatry 76(1): 86-97. The University of Chicago 101

Choi, Yoonsun, and Benjamin B. Lahey. 2006. Testing the model minority stereotype: Youth behaviors across racial and ethnic groups. Social Service Review 80(3): 419- 452. Choi, Yoonsun, Amy Mericle, and Tracy W. Harachi. 2006. Using Rasch Model to test the cross cultural item equivalence of the Harvard Trauma Questionnaire and the Hopkins Symptom Checklist across Vietnamese and Cambodian immigrant mothers. Journal of Applied Measurement 7(1): 16-38. Harachi, Tracy W., Yoonsun Choi, Robert D. Abbott., Richard F. Catalano, and Siri L. Bliesner. 2006. Examining cross-cultural equivalence of concepts and measures in diverse samples. Prevention Science 7(4): 359-368. Choi, Yoonsun, Seana Golder, Mary R. Gillmore, and Diane M. Morrison. 2005. Analy- sis with missing data in social work research. Journal of Social Service Research 31(3): 23-48. Choi, Yoonsun, Tracy W. Harachi, Mary R. Gillmore, and Richard F. Catalano. 2005. Applicability of the social development model to urban ethnic minority youth: Ex- amining the relationships between external constraints, family socialization and problem behaviors. Journal of Research on Adolescence 15(4): 505-534. COURTNEY, MARK E. Professor, B.A., University of California, Berkeley; M.A., John F. Kennedy University; M.S.W., Ph.D., University of California, Berkeley. Fields of Special Interest: welfare reform; child welfare services such as child protection, foster care, group care, and adoption; and the professionalization of social work. Selected publications: Ahrens, Krym R., Laura P. Richardson, Mark E. Courtney, Carolyn McCarty, Jane Si- moni, and Wayne Katon. In press. Foster care experience and laboratory-confirmed sexually transmitted infections among female and male youth. Pediatrics. Dworsky, Amy, and Mark E. Courtney. In press. Homelessness during the transition to adulthood among 19 year old former foster youth. Child Welfare. Keller, Thomas E., Amy M. Salazar, and Mark E. Courtney. In press. Prevalence and timing of diagnosable mental health, alcohol, and substance use problems among older adolescents in the child welfare system. Children and Youth Services Review. Osgood, D. Wayne, E. Michael Foster, and Mark E. Courtney. In press. Vulnerable populations and the transition to adulthood. The Future of Children. Courtney, Mark E. 2009. Beyond safety and permanency: Making well-being a focus of child welfare policy and practice for children in state care. Children Australia 24(1): 15-20. Courtney, Mark E. 2009. Describing the problem: Outcomes for older youth exiting the foster care system in the U.S. In Achieving permanence for older children and youth in foster care, ed. Benjamin Kerman, Anthony B. Maluccio, and Madelyn M. Freundlich. New York: Columbia University Press. Courtney, Mark E. 2009. The difficult transition to adulthood for foster youth in the U.S.: Implications for the state as corporate parent. Social Policy Report 23(1): 3-18. Courtney, Mark E. 2009. Social policy and the transition to adulthood for foster youth in the U.S. In From child welfare to child well-being: An international perspective on knowledge in the service of policy making, ed. Sheila B. Kamerman, Shelley Phipps, and Asher Ben-Arieh. New York: Springer. 102 The School of Social Service Administration

Courtney, Mark E., Talal Dovev, and Robbie Gilligan. 2009. Looking backward to see forward clearly: a cross-national perspective on residential care. In Residential care of children: Comparative perspectives, ed. Mark E. Courtney and Dorota Iwaniec. New York: Oxford University Press. Courtney, Mark E., and Darcy Hughes-Huering. 2009. Residential care in the United States of America: Past, present, and future. In Residential care of children: Compara- tive perspectives, ed. Mark E. Courtney and Dorota Iwaniec. New York: Oxford Uni- versity Press. Courtney, Mark E., and Dorota Iwaniec, ed. 2009. Residential care of children: Compara- tive perspectives. New York: Oxford University Press. Courtney, Mark E., and June Thoburn, ed. 2009. Children in state care. Surrey, UK: Ash- gate Publishing. Courtney, Mark E., and Andrew Zinn. 2009. Predictors of running away from out-of- home care. Children and Youth Services Review 31: 1298-1306. Peters, Clark M., Amy Dworsky, Mark E. Courtney, and Harold Pollack. 2009. Extend- ing foster care to age 21: Weighing the costs to government against the benefits to youth. Chicago: Chapin Hall at the University of Chicago. Courtney, Mark E. 2008. Child welfare: History and policy framework. In Encyclopedia of social work, 20th edition, ed. Terry Mizrahi and Larry E. Davis. New York: Oxford University Press. Courtney, Mark E. 2008. U.S. foster youth in transition: Policy, program, and prospects. In Young people’s transitions from care to adulthood: International research and practice, ed. Mike Stein and Emilry R. Munro. London: Jessica Kingsley Publishers. Courtney, Mark E. 2008. Use of secondary data to understand the experience of care leavers: Cross-national comparisons. In Young people’s transitions from care to adulthood: International research and practice, ed. Mike Stein and Emilry R. Munro. Lon- don: Jessica Kingsley Publishers. Courtney, Mark E., Amy Dworsky, Irving Piliavin, and Steven McMurty. 2008. Com- paring welfare and child welfare populations: An argument for rethinking the safety net. In Child welfare research: Advances for practice and policy, ed. Duncan Lindsey and Aron Shlonsky. New York: Oxford University Press. Courtney, Mark E., Andrew Zinn, Erica H. Zielewski, Roseanna Bess, Karin Malm, Matthew Stagner, and Mike Pergamit. 2008. Evaluation of the life skills training program: Los Angeles County. Washington, DC: U.S. Department of Health and Human Services, Administration for Children and Families. Peters, Clark M., Katie S. Claussen Bell, Andrew Zinn, Robert M. Goerge, and Mark E. Courtney. 2008. Continuing in foster care beyond age 18: How courts can help. Chicago: Chapin Hall at the University of Chicago. Zinn, Andrew E., and Mark E. Courtney. 2008. Are family needs and services aligned? Evaluating the Bureau of Milwaukee Child Welfare. Chicago: Chapin Hall Center for Children at the University of Chicago. Bullock, Roger, Mark E. Courtney, Roy Parker, Ian Sinclair, and June Thoburn. 2007. Can the corporate state parent? Adoption and Fostering 30(4): 6-19. Courtney, Mark E., Amy Dworsky, Gretchen R. Cusick, Judy Havlicek, Alfred Perez, and Thomas Keller. 2007. Midwest evaluation of the adult functioning of former foster youth: Outcomes at age 21. Chicago: Chapin Hall Center for Children at the University of Chicago. The University of Chicago 103

Courtney, Mark E., Amy Dworsky, and Harold Pollack. 2007. When should the state cease parenting? Evidence from the Midwest study. Chicago: Chapin Hall Center for Children at the University of Chicago. Cusick, Gretchen R., and Mark E. Courtney. 2007. Offending during late adolescence: How do youth aging out of care compare with their peers? Chicago: Chapin Hall Center for Children at the University of Chicago. Dworsky, Amy, and Mark E. Courtney. 2007. Barriers to employment among TANF applicants and their consequences for self-sufficiency.Families in Society 88(3): 379- 389. Dworsky, Amy, Mark E. Courtney, and Andrew Zinn. 2007. Child, parent, and family predictors of child welfare services involvement among TANF applicant families. Children and Youth Services Review 29(6)6: 802-820. Keller, Thomas, Gretchen R. Cusick, and Mark E. Courtney. 2007. Approaching the transition to adulthood: Distinctive profiles of adolescents aging out of the child welfare system. Social Service Review 81(3): 453-484. Kushel, Margot B., Irene H. Yen, Lauren Gee, and Mark E. Courtney. 2007. Homeless- ness and health care access after emancipation: Results from the Midwest evaluation of adult functioning of former foster youth. Archives of Pediatrics & Adolescent Medicine 61: 927-1011. Bullock, Roger, Mark E. Courtney, Roy Parker, Ian Sinclair, and June Thoburn. 2006. Can the corporate state parent? Children and Youth Services Review 28(11): 1344- 1358. Courtney, Mark E., and Amy Dworsky. 2006. Early outcomes for young adults transitioning from out-of-home care in the U.S.A. Child and Family Social Work 11: 209- 219. Courtney, Mark E., and Sherri Terao. 2006. Emotional and behavioral problems of foster youth: Early findings of a longitudinal study. In The crisis in youth mental health, ed. Hiram E. Fitzgerald, Robert Zucker, and Kristine Freeark. Volume 2, Disorders in adolescence, ed. Francisco A. Villarruel and Tom Luster. London: Praeger. Dworsky, Amy, Mark E. Courtney, and Irving Piliavin. 2006. Applicants’ understanding of Wisconsin’s TANF program and its relationship to other programs for low- income families. Journal of Social Services Research 33(2): 1-12. Mackey-Bilaver, Lucy, and Mark E. Courtney. 2006. Science says: Foster care youth. Washington, D.C.: National Campaign to Prevent Teen Pregnancy. Courtney, Mark E. 2005. Review of Orphan trains: The story of Charles Loring Brace and the children he saved and failed, by Stephen O’Connor. Social Service Review 79(4): 742-744. Courtney, Mark E., Amy Dworsky, Irving Piliavin, and Andrew Zinn. 2005. Involve- ment of TANF applicant families with child welfare services. Social Service Review 79(1): 119-157. Courtney, Mark E., Amy Dworsky, Gretchen R. Ruth, Thomas Keller, Judy Havlicek, and Noel Bost. 2005. Midwest evaluation of the adult functioning of former foster youth: Outcomes at age 19. Chicago: Chapin Hall Center for Children at the Uni- versity of Chicago. Courtney, Mark E., and Darcy Hughes-Huering. 2005. The transition to adulthood for youth “aging out” of the foster care system. In On your own without a net: The transition to adulthood for vulnerable populations, ed. D. Wayne Osgood, E. Michael Foster, Constance Flanagan, and Gretchen R. Ruth. Chicago: University of Chicago Press. 104 The School of Social Service Administration

Budde, Stephen, Susan Mayer, Andrew Zinn, Melissa Lippold, Adam Avrushin, Ava Bromberg, Robert M. Goerge, and Mark E. Courtney. 2004. Residential care in Il- linois: Trends and alternatives. Chicago: Chapin Hall Center for Children at the University of Chicago. Courtney, Mark E., Steven L. McMurtry, Katrin Maldre, Peter Power, and Andrew Zinn. 2004. An evaluation of ongoing services in Milwaukee County: Profiles and outcomes of newly opened cases. Chicago: Chapin Hall Center for Children at the University of Chicago. Courtney, Mark E., Steven L. McMurty, and Andrew Zinn. 2004. Housing problems experienced by recipients of child welfare services. Child Welfare 83(5): 393-422. Courtney, Mark E., Barbara Needell, and Fred Wulczyn. 2004. Unintended consequences of the push for accountability: The case of national child welfare performance standards. Children and Youth Services Review 26(12): 1141-1154. Courtney, Mark E., Melissa Roderick, Cheryl Smithgall, Robert Matthew Gladden, and Jenny Nagaoka. 2004. Issue brief: The educational status of foster children. Chicago: Chapin Hall Center for Children at the University of Chicago. Courtney, Mark E., Sherri Terao, and Noel Bost. 2004. Evaluation of the adult functioning of former foster youth: Conditions of Illinois youth preparing to leave state care. Chicago: Chapin Hall Center for Children at the University of Chicago. Courtney, Mark E., Sherri Terao, and Noel Bost. 2004. Midwest evaluation of the adult functioning of former foster youth: Conditions of youth preparing to leave state care. Chicago: Chapin Hall Center for Children at the University of Chicago. Smithgall, Cheryl, Robert Matthew Gladden, Eboni Howard, Robert M. Goerge, and Mark E. Courtney. 2004. Educational experiences of children in out-of-home care. Chicago: Chapin Hall Center for Children at the University of Chicago. Courtney, Mark E., and Joan Blakey. 2003. Examination of the impact of increased court review on permanency outcomes for abused and neglected children. Family Court Review 41(4): 471-479. Courtney, Mark E., Steven L. McMurtry, Noel Bost, Katrin Maldre, Peter Power, and Andrew Zinn. 2003. An evaluation of safety services in Milwaukee County. Chi- cago: Chapin Hall Center for Children at the University of Chicago. Courtney, Mark E., and Ada Skyles, ed. 2003. Racial disproportionality in the child welfare system. Children and Youth Services Review 25(5-6): 355-358. Dworsky, Amy, Mark E. Courtney, and Irving Piliavin. 2003. What happens to families under W-2 in Milwaukee County, Wisconsin? Chicago: Chapin Hall Center for Children at the University of Chicago. Harris, Marian S., and Mark E. Courtney. 2003. The interaction of race, ethnicity, and family structure with respect to the timing of family reunification.Children and Youth Services Review 25(5-6): 409-429. Courtney, Mark E. 2002. Child poverty as a basis for child welfare services funding. Poverty Research News 6(1): 3-5. Courtney, Mark E. 2002. A review of Suffer the little children: The inside story of Ireland’s industrial schools. Social Service Review 76(2): 349-351. Courtney, Mark E., Steven L. McMurtry, Noel Bost, Katrin Maldre, Peter Power, and Andrew Zinn. 2002. An evaluation of safety services in Milwaukee County. Chicago: Chapin Hall Center for Children at the University of Chicago. Courtney, Mark E., and Sherri Terao. 2002. Classification of independent living services. U.S. Department of Health and Human Services’ Children’s Bureau. The University of Chicago 105

Piliavin, Irving, Amy Dworsky, and Mark E. Courtney. 2002. What happens to families under W-2 in Milwaukee County, Wisconsin? Report from wave 2 of the Milwaukee TANF Applicant Study. Chicago: Chapin Hall Center for Children at the University of Chicago. Courtney, Mark E. 2001. Challenges and opportunities posed by the reform era. Journal of Applied Social Science 25(1): 31-39. Courtney, Mark E. 2001. Ethics in American adoption. Journal of Marriage and the Fam- ily 63(2): 583-584. Courtney, Mark E. 2000. Research needed to improve the prospects for children in out- of-home placement. Children and Youth Services Review 22(9-10): 743-761. Courtney, Mark E., Irving Piliavin, Andrew Grogan-Kaylor, and Ande Nesmith. 2001. Foster youth transitions to adulthood: A longitudinal view of youth leaving care. Child Welfare 80(6): 685-717. Courtney, Mark E., and Andrew Zinn. 2001. Use of the Achenbach Child Behavior Checklist in a longitudinal study of treatment of foster care outcomes. In Assessing youth behavior: Using the Child Behavior Checklist in family and children’s research, ed. Nicole S. Le Prohn, Kathleen Wetherbee, Elena Lamont, Thomas Achenbach, and Peter Pecora. Washington, DC: Child Welfare League of America. Courtney, Mark E., ed. 2000. Managed care and child welfare services: What are the issues? Children and Youth Services Review 22(2): 87-91. Courtney, Mark E. 2000. Welfare reform and child welfare services: Issues of concern and potential evaluation strategies. In Evaluating comprehensive state welfare reform: The Wisconsin Works Program, ed. Burt S. Barnow, Thomas Kaplan, and Robert A. Moffitt, 317-335. New York: Rockefeller Press. Courtney, Mark E., and Amy Dworsky. 2000. Out of-home care in Wisconsin: 1990- 2000. Report to the Wisconsin Department of Health and Social Services. Madison, WI: School of Social Work, University of Wisconsin-Madison. Dworsky, Amy, and Mark E. Courtney. 2000. Self-sufficiency of former foster youth in Wisconsin: Analysis of unemployment insurance wage data and public assistance data. Madison, WI: Institute for Research on Poverty. Piliavin, Irving, Mark E. Courtney, and Amy Dworsky. 2000. What happens to families under W-2 in Milwaukee County Wisconsin?: Information collected from parents at the time of application for TANF assistance. Madison, WI: Institute for Research on Poverty. Courtney, Mark E. 1999. The economics of child maltreatment. Child Abuse and Neglect 23(1): 975-986. Courtney, Mark E. 1999. Foster care and the costs of welfare reform. In The foster care crisis: Translating research into policy and practice, ed. Patrick A. Curtis and Grady Dale, 225-242. Lincoln, NE: University of Nebraska Press. Courtney, Mark E., and Anthony N. Maluccio. 1999. The rationalization of foster care in the twenty-first century. InThe foster care crisis: Translating research into policy and practice, ed. Patrick A. Curtis and Grady Dale, 129-151. Lincoln, NE: University of Nebraska Press. Courtney, Mark E. 1998. Correlates of social worker decisions to seek treatment-oriented out-of-home care. Children and Youth Services Review 20(4): 281-304. Courtney, Mark E. 1998. The costs of child protection: Implications for welfare reform? The Future of Children 8(1): 88-103. 106 The School of Social Service Administration

Courtney, Mark E., and Andrew Grogan-Kaylor. 1998. Out-of-home care in Wiscon- sin: 1988-1997. Report to the Wisconsin Department of Health and Social Services. Madison, WI: School of Social Work, University of Wisconsin-Madison. Courtney, Mark E., Irving Piliavin, Andrew Grogan-Kaylor, and Ande Nesmith. 1998. Foster youth transitions to adulthood: A longitudinal view of youth leaving care. Madison, WI: Institute for Research on Poverty. Courtney, Mark E. 1997. The politics and realities of transracial adoption. Child Welfare 76(6): 749-779. Courtney, Mark E. 1997. Reconsidering family preservation: A review of Putting families first. Children and Youth Services Review 19(1-2): 61-76. Courtney, Mark E. 1997. Welfare reform and child welfare services. In Child welfare in the context of welfare“reform”, volume V, Confronting the new politics of child and family policy in the United States, ed. Alfred J. Kahn and Sheila B. Kamerman. New York: Cross-national Studies Research Program, Columbia University School of Social Work. Courtney, Mark E. 1997. Welfare reform and child welfare services: Issues of concern and potential evaluation strategies. In Evaluating state welfare reforms: A conference, IRP special report series, SR #69, 255-265. Madison, Wisconsin: Institute for Research on Poverty, March 1997. Courtney, Mark E., and Barbara Needell. 1997. Outcomes of kinship foster care: lessons from California. In Child welfare research review, volume II, ed. Richard P. Barth, Jill Duerr Berrick, and Neil Gilbert, 130-149. New York: Columbia University Press. Courtney, Mark E., Irving Piliavin, and Bradley R. Entner-Wright. 1997. Transitions from and returns to out-of-home care. Social Service Review 71(4): 652-667. Piliavin, Irving, and Mark E. Courtney. 1997. Interstate comparison of welfare reform programs. Focus 18(3): 29-32. Courtney, Mark E. 1996. Kinship foster care and children’s welfare: The California experience. Focus 17(3): 24-48. Courtney, Mark E. 1996. Putting families first: An experiment in family preservation and When there’s no place like home: Options for children living apart from their natural families. Social Work 41(4), 425-26. Courtney, Mark E. 1996. W-2 and child welfare. Focus 18(1): 69-71. Courtney, Mark E. 1996. Welfare reform and the child welfare system. Capitol Com- ments 15(7): 5-8. Courtney, Mark E., and Richard P. Barth. 1996. Pathways of older adolescents out of foster care: Implications for independent living services. Social Work 41(1): 75-83. Courtney, Mark E., Richard P. Barth, Jill Duerr Berrick, Devon Brooks, Barbara Needell, and Linda Park. 1996. Race and child welfare services: Past research and future directions. Child Welfare 75(2): 99-137. Courtney, Mark E. and Linda Park. 1996. Children in out-of-home care in Wiscon- sin: 1988-1994. Report to the Wisconsin Department of Health and Social Services. Madison, WI: School of Social Work, University of Wisconsin-Madison. Courtney, Mark E., and Yin-Ling I. Wong. 1996. Comparing the timing of exits from substitute care. Children and Youth Services Review 18(4-5): 307-334. Courtney, Mark E. 1995. The Federal role in child welfare services. Focus 17(1): 37-38. Courtney, Mark E. 1995. The Federal role in child welfare services. In Welfare block grants: Advantages and disadvantages, IRP Special Report Series, SR #6, 27-33. Madi- son, WI: Institute for Research on Poverty. The University of Chicago 107

Courtney, Mark E. 1995. The foster care crisis and welfare reform. Public Welfare 53(3): 27-33. Courtney, Mark E. 1995. Reentry to foster care of children returned to their families. Social Services Review 69(2): 226-241. Courtney, Mark E., Irving Piliavin, and Andrew Grogan-Kaylor. 1995. The Wisconsin study of youth aging out of out-of-home care: A portrait of children about to leave care. Report to the Wisconsin Department of Health and Social Services. Madison, WI: School of Social Work, University of Wisconsin-Madison. Barth, Richard P., Mark E. Courtney, and Marianne Berry. 1994. Timing is everything: An analysis of the time to adoption and finalization. Social Work Research 18(3): 138-148. Barth, Richard P., Mark E. Courtney, Jill D. Berrick, and Vicky Albert. 1994. From child abuse to permanency planning: Child welfare services pathways and placements. New York: Aldine de Gruyter. Barth, Richard P., Mark E. Courtney, Barbara Needell, and Mellissa Jonson-Reid. 1994. Performance indicators for child welfare services in California. Berkeley, CA: Child Welfare Research Center. Berrick, Jill D., Richard P. Barth, Barbara Needell, and Mark E. Courtney. 1994. Relative foster care and the preservation of families: What’s the difference? In Proceedings of the Sixth Annual Conference on Family-Based Services, Empowering Families. Iowa City, IO: National Resource Center on Family-Based Services. Courtney, Mark E. 1994. Factors associated with entrance to group care. In Child welfare research review, volume 1, ed. Richard P. Barth, Jill Duerr Berrick, and Neil Gil- bert, 185-204. New York: Columbia University Press. Courtney, Mark E. 1994. Factors associated with the reunification of foster children with their families. Social Services Review 68: 81-108. Courtney, Mark E. 1994. The foster care crisis. In IRP Discussion Papers, 1048-94. Madi- son: WI, Institute for Research on Poverty. Courtney, Mark E., and Raymond C. Collins. 1994. New challenges and opportunities in child welfare outcomes and information technologies. Child Welfare 73(5): 359-378. Specht, Harry, and Mark E. Courtney. 1994. Unfaithful angels: How social work has aban- doned its mission. New York: The Free Press. Barth, Richard P., Vicky Albert, Ruth Lawrence, and Mark E. Courtney. 1993. Budget allocation methodology in child welfare services in California: Phase I Report. Berke- ley, CA: Child Welfare Research Center. Berrick, Jill Duerr, Mark E. Courtney, and Richard P. Barth. 1993. Specialized foster care and group home care: Similarities and differences in the characteristics of children in care. Children and Youth Services Review 15: 453-473. Courtney, Mark E. 1993. Standardized outcome evaluation of child welfare services out-of-home care: Problems and possibilities. Children and Youth Services Review 15: 349-369. Courtney, Mark E. 1992. Psychiatric social workers and the early days of private practice. Social Service Review 66: 199-214. Courtney, Mark E., Richard P. Barth, & Alphin, S. 1992. Assessing the needs of dependent children and wards: Analysis of the Level of Care Assessment pilot test. Berkeley, CA: Child Welfare Research Center. 108 The School of Social Service Administration

ENGSTROM, MALITTA. Assistant Professor. A.B., Brown; M.S., M.Phil., Ph.D., Columbia. Fields of Special Interest: women and families affected by substance use problems and co-occurring concerns, with particular attention to trauma, HIV, incarceration and mental health; multigenerational social work practice with families; grandparents caring for grandchildren; linking research and practice; and advanced quantitative methods. Selected publications: Lee, H., Malitta Engstrom, S. Petersen. Accepted for publication. Harm reduction and twelve steps: Complementary, oppositional, or something in-between? Substance Use & Misuse. Engstrom, Malitta, Tazuko Shibusawa, T., Nabila El-Bassel, and Louisa Gilbert. In press. Age and HIV sexual risk among women in methadone treatment. AIDS and Behavior. Engstrom, Malitta. 2008. Involving caregiving grandmothers in family interventions when mothers with substance use problems are incarcerated. Family Process 47: 357-371. Engstrom, Malitta, Nabila El-Bassel, Hyun Go, and Louisa Gilbert. 2008. Childhood sexual abuse and intimate partner violence among women in methadone treatment: A direct or mediated relationship? Journal of Family Violence 23(7): 605-617. Engstrom, Malitta. 2006. Physical and mental health: Interactions, assessment, and intervention. In Handbook of health social work, ed. Sarah Gehlert and T. Arthur Browne, 194-251. Hoboken, NJ: Wiley. Mahoney, Colleen A., Malitta Engstrom, and Jeanne C. Marsh. 2006. Substance use problems in health social work practice. In Handbook of health social work, ed. Sarah Gehlert and T. Arthur Browne, 367-414. Hoboken, NJ: Wiley. Engstrom, Malitta, Rufina Lee, Richard Ross, Myla Harrison, Katharine McVeigh, Lou- is Josephson, Jane Plapinger, Daniel Herman, Cheryl King, and Lloyd Sederer. 2003. Children’s mental health needs assessment in the Bronx. New York: New York City Department of Health and Mental Hygiene, Division of Mental Hygiene, Bureau of Planning Evaluation and Quality Improvement. Schiff, Miriam, Nabila El-Bassel, Malitta Engstrom, and Louisa Gilbert. 2002. Psycho- logical distress and intimate physical and sexual abuse among women in methadone maintenance treatment programs. Social Service Review 76(2): 302-320. EPPERSON, MATTHEW W. Assistant Professor. B.S., Central Michigan; M.S.W., Grand Valley State; M.Phil., Ph.D., Columbia. Fields of Special Interest: Intervention research on co-occurring problems of HIV, substance abuse, mental illness, and criminal justice involvement, HIV prevention and epidemiology, substance abuse and mental illness, criminal justice affected populations, use of multimedia tools in intervention development and delivery, dissemination / translational research, criminal justice content in social work education. Selected publications: Khan, Maria R., Matthew W. Epperson, Pedro Mateu-Gelabert, M. Bolyard, M. San- doval, and S.R. Friedman. In press. Incarceration, sex with an STI/HIV-infected partner, and STI/HIV infection status in Bushwick, Brooklyn, NY: A social network perspective. American Journal of Public Health. Perron, Brian E., Amy S.B. Bohnert, Sarah E. Monsell, Michael G. Vaughn, Matthew W. Epperson, Matthew O. Howard. In press. Patterns and correlates of drug-related emergency room visits: Results from a national survey. The American Journal of Emer- gency Medicine. The University of Chicago 109

Epperson, Matthew W., Nabila El-Bassel, Louisa Gilbert, Mingway Chang. 2010. Ex- amining the temporal relationship between criminal justice involvement and sexual risk behaviors among drug-involved men. Journal of Urban Health 87(2): 324-336. PMC2845839. Epperson, Matthew W., Maria R. Khan, Nabila El-Bassel, Elwin Wu, Louisa Gilbert. 2010. A longitudinal study of incarceration and HIV risk among methadone maintained men and their primary female partners. AIDS and Behavior DOI: 10.1007/ s10461-009-9660-9. Epperson, Matthew W., Maria R. Khan, Daniel P. Miller, Brian E. Perron, Nabila El- Bassel, Louisa Gilbert. 2010. Assessing criminal justice involvement as an indicator of HIV risk among women in methadone treatment. Journal of Substance Abuse Treatment 38(4): 375-383. NIHMS185595. Epperson, Matthew W., Ingrida Platais, Pamela Valera, Raye Barbieri, Louisa Gilbert, and Nabila El-Bassel. 2009. Fear, trust, and negotiating safety: HIV risk contexts for Black women defendants. Affilia: Journal of Women and Social Work 24(3): 257-271. NIHMS197033. Khan, Maria R., Irena A. Doherty, Victor J. Schoenbach, Eboni M. Taylor, Matthew W. Epperson, and Adaora A. Adimora. 2009. Incarceration and high-risk sexual partnerships among men in the United States. Journal of Urban Health 86(4): 584-601. PMC2704271. Valera, Pamela, Matthew W. Epperson, Megha Ramaswamy, Nicholas Freudenberg, Jessie Daniels. 2009. Substance use and HIV risk behaviors among young men involved in the criminal justice system. American Journal of Drug and Alcohol Abuse 35(1): 43-47. PMC2885853. Epperson, Matthew W., Nabila El-Bassel, Louisa Gilbert, E. Roberto Orellana, Ming- way Chang. 2008. Increased HIV risk associated with criminal justice involvement among men on methadone. AIDS and Behavior 12(1): 51-57. NIHMS197050. Epperson, Matthew W., and Craig Schwalbe. 2006. Review of Mental health screening and assessment in juvenile justice, ed. Thomas Grisso, Gina Vincent, and Daniel Sea- grave. Social Service Review 80(4): 754-756. FAIRBANKS, ROBERT P., II. Assistant Professor. B.A., Boston; M.S.W., Vermont; Ph.D., Pennsylvania. Fields of Special Interest: urban ethnography; urban studies; history and philosophy of the welfare state; critical social welfare policy analysis. Selected publications: Fairbanks II, Robert P. In press. New modes of welfare governance. In Sage handbook of social work, ed. Mel Grey, S. Webb, and James Midgley. Fairbanks II, Robert P. In press. The politics of informality in Philadelphia’s recovery house movement. Urban Studies. Fairbanks II, Robert P., and Richard Lloyd, eds. 2011. Critical ethnography and the neoliberal city. Ethnography 12(1). Fairbanks II, Robert P. 2011. Bodies is what makes it work. Statecraft, recovery markets, and urban informality in Philadelphia’s recovery house movement. Ethnogra- phy 12(1). Fairbanks II, Robert P. 2009. How it works: Recovering citizens in post-welfare Philadel- phia. Chicago: The University of Chicago Press. Fairbanks II, Robert P. 2008. Governing the local: Sovereignty, social governance and community safety: A critical response to K. Stenson. Social Work & Society. 110 The School of Social Service Administration

Fairbanks II, Robert P. 2007. The political-economic gradient of urban space. In Hand- book of community movements and local organizations, ed. Ram A. Cnaan and Carl Milofsky. New York: Springer. Iversen, Roberta R., Kenneth J. Gergen, and Robert P. Fairbanks II. 2005. Assessment and social construction: Conflict or co-creation? The British Journal of Social Work 35: 1-21. Fairbanks II, Robert P. 2003. A theoretical primer on space. Critical Social Work 3: 131- 154. Fairbanks II, Robert P. 2003. Research note: Blighted spaces and the politics of every- day life. Social Work & Society 1(1): 123-128 GROGAN, COLLEEN. Professor. B.A., Wisconsin; Ph.D., Minnesota. Fields of Special Interest: American government and public policy; health policy and health politics; the American welfare state; comparative state-level policy and politics. Selected publications: Grogan, Colleen M., and Christina Andrews. In press. The politics of aging within Medicaid. In The new politics of old age policy, ed. Robert B. Hudson, Baltimore: Johns Hopkins University Press. Grogan, Colleen M., and Christina Andrews. 2010. Medicaid. In Governing America: Major policies and decisions of federal, state, and local government, ed. William E. Cu- nion and Paul Quirk. Facts on File Press. Grogan, Colleen M., and Michael K. Gusmano. 2009. Political strategies of safety-net providers in response to Medicaid managed care reforms. Journal of Health Politics, Policy and Law 34(1). Grogan, Colleen M., and Michael K. Gusmano. 2009. The voice of advocates in health care: Policymaking for the poor. In Community-based programs and policies: contributions to social policy development in health care and health care-related services, ed. Howard A. Palley. London: Routledge. Grogan, Colleen M., and Michael K. Gusmano. 2009. The voice of advocates in health care: Policymaking for the poor. Social Work in Public Health 23(4). Grogan, Colleen M., and Elizabeth Rigby. 2009. Federalism, partisan politics, and shifting support for state flexibility: The case of the U.S. State Children’s Health Insurance Program. Publius: The Journal of Federalism 39: 47-69. Grogan, Colleen M. 2008. Medicaid: Health care for you and me? In Health politics and policy, ed. James A. Morone, Theodor J. Litman, and Leonard S. Robins. New York: Delmar Thompson. Grogan, Colleen M. 2008. Medicalization of long-term care: Weighing the risks. In Handbook of long-term care administration and policy, ed. Cynthia Massie Mara and Laura Katz Olson. New York: CRC Press, Taylor & Francis Group. Grogan, Colleen M., and Vernon Smith. 2008. From charity care to Medicaid: Gover- nors, states, and the transformation of American health care. In A more perfect union, ed. Ethan Sribnick. Pennsylvania: University of Pennsylvania Press. Grogan, Colleen M. and Michael K. Gusmano. 2007. Healthy voices/unhealthy silence: Advocacy and health policy for the poor. Washington DC: Georgetown University Press. Grogan, Colleen M. 2006. A marriage of convenience: The history of nursing home coverage and Medicaid. In Putting the past back in: History and health policy in the United States, ed. Rosemary A. Stevens, Charles E. Rosenberg, and Lawton R. Burns. New Brunswick, NJ: Rutgers University Press. The University of Chicago 111

Grogan, Colleen M. 2005. The politics of aging within Medicaid. In The new politics of old age policy, ed. Robert B. Hudson. Baltimore: Johns Hopkins University Press. Grogan, Colleen M., and Michael K. Gusmano. 2005. Deliberative democracy in theory and practice: Connecticut’s Medicaid managed care council. State Politics & Policy Quarterly 5(2). Grogan, Colleen M., and Eric M. Patashnik. 2005. Medicaid at the crossroads. In Healthy, wealthy and fair: Health care and the good society, ed. Lawrence D. Brown, Lawrence R. Jacobs, and James A. Morone. New York: Oxford University Press. Kandula, Namrantha R., Colleen M. Grogan, Paul J. Rathouz, and Diane S. Lauder- dale. 2004. The unintended impact of welfare reform on the Medicaid enrollment of eligible immigrants. Journal of Health Services Research 39(5): 1509-1526. Grogan, Colleen M., and Eric M. Patashnik. 2003. Between welfare medicine and mainstream program: Medicaid at the political crossroads. Journal of Health Politics, Policy and Law 28(5): 821-858. Grogan, Colleen M., and Eric M. Patashnik. 2003. Universalism within targeting: Nursing home care, the middle class, and the politics of the Medicaid program. Social Service Review 77(1): 51-71. GUTERMAN, NEIL B. Mose and Sylvia Firestone Professor and Dean. B.A., California–Santa Cruz; M.S.W., Ph.D., Michigan. Fields of Special Interest: children and violence; child maltreatment and its prevention; children’s exposure to community violence; development of clinical services; contextual influences in service delivery; Jewish communal services. Selected publications: Guterman, Neil B., Muhammad M. Haj-Yahia, Vanessa Vorhies, Leyla Ismayilova, and Becky Leshem. In press. Help-seeking and internal obstacles to receiving support in the wake of community violence exposure: The case of Arab and Jewish adolescents in Israel. Journal of Child and Family Studies. Guterman, Neil B., and Vanessa Vorhies. In press. Community violence. In Child maltreatment prevention, ed. Randy Alexander, Neil B. Guterman, and Sandra Alexander. St. Louis, MO: G.W. Medical Publishing. Haj-Yahia, Muhammad M., Becky Leshem, and Neil B. Guterman. In press. Rates and characteristics of exposure to community violence among Arab youth in Israel. Jour- nal of Community Psychology. Kim, Jiyoung, Neil B. Guterman, Alan J. Litrownik, Howard Dubowitz, Patricia Isbell, Diana J. English, Desmond K. Runyan, and Richard Thompson. In press. Devel- opmental trajectories of behavior problems among maltreated children: Heterog- eniety during early childhood and ecological predictors. Journal of Emotional and Behavioral Disorders. Lee, Yookyong, and Neil B. Guterman. In press. Harsh maternal parenting behavior: Young mother-father dyads. Child Abuse and Neglect. Lee, Shawna J., Brian Perron, Catherine A. Taylor, and Neil B. Guterman. In press. Paternal psychosocial characteristics and corporal punishment of their 3-year old children. Journal of Interpersonal Violence. Leshem, Becky, Muhammad M. Haj-Yahia, and Neil B. Guterman. In press. Rates of exposure to community violence among Israeli Jewish youth and related demographic and support factors. Chevra U’Revecha (Society and Welfare, Hebrew). Taylor, Catherine A., Shawna J. Lee, Neil B. Guterman, and Janet Rice. In press. Pat- terns of intimate partner aggression and violence and use of corporal punishment in families with young children. Pediatrics. 112 The School of Social Service Administration

Vorhies, Vanessa, Neil B. Guterman, and Muhammad M. Haj-Yahia. In press. Com- munity violence and its effects. In Mental health and social problems: A social work perspective, ed. Nina R. Heller and Alex Gitterman. NY: Routledge. Guterman, Neil B., Shawna J. Lee, Catherina A. Taylor, and Paul Rathouz. 2009. Pa- rental perceptions of neighborhood processes, stress, personal control, and risk for physical child abuse and neglect. Child Abuse and Neglect 33: 897-906. Guterman, Neil B., Yookyong Lee, Shawna J. Lee, Jane Waldfogel, and Paul J. Rathouz. 2009. Fathers and maternal risk for physical child abuse. Child Maltreatment 14(3): 277-290. Lee, Shawna J., Jennifer L. Bellamy, and Neil B. Guterman. 2009. Fathers, physical child abuse, and neglect: Advancing the knowledge base. Child Maltreatment 14(3): 227-231. Taylor, Catherine A., Neil B. Guterman, Shawna J. Lee, and Paul J. Rathouz. 2009. Inti- mate partner violence, maternal stress, nativity, and risk for maternal maltreatment of younh children. American Journal of Public Health 99(1): 175-183. Guterman, Neil B. 2008. Home visitation services. In Encyclopedia of interpersonal violence, ed. Claire M. Renzetti and Jeffrey L. Edleson. Thousand Oaks, CA: Sage. Guterman, Neil B. 2008. Intensive family preservation services. In Encyclopedia of interpersonal violence, ed. Claire M. Renzetti and Jeffery L. Edleson. Thousand Oaks, CA: Sage. Guterman, Neil B., and Muhammad M. Haj-Yahia. 2008. Community violence. In En- cyclopedia of social work, 20th edition, ed. Terry Mizrahi and Larry E. Davis. New York: National Assocation of Social Workers and Oxford University Press. Lee, Shawna J., Neil B. Guterman, and Yookyong Lee. 2008. Risk factors for paternal physical child abuse. Child Abuse and Neglect 32(9): 846-858. Cameron, Mark, and Neil B. Guterman. 2007. Diagnosing conduct problems of children and adolescents in residential treatment. Child and Youth Care Forum 36(1): 1-10. Cameron, Mark, Jennifer Elkins, and Neil B. Guterman. 2006. Assessment of trauma in children and youth. In Working with traumatized youth in child welfare, ed. Nancy Boyd Webb. New York: Guilford Press. Guterman, Neil B. 2006. Preventing physical child abuse and neglect through home visitation. International Society for Prevention of Child Abuse and Neglect (ISPCAN) Special Report, N. 1. Dubowitz, Howard, and Neil B. Guterman. 2005. Preventing child neglect and physical abuse. In Child maltreatment-A clinical guide and reference, 3rd edition, ed. Angelo P. Giardino and Randell Alexander. Maryland Heights, MO: G.W. Medical Publish- ing. Guterman, Neil B., and Yookyong Lee. 2005. The role of fathers in risk for physical child abuse and neglect: Possible pathways and unanswered questions. Child Maltreat- ment 10(2): 136-149. Guterman, Neil B., and Catherine A. Taylor. 2005. The prevention of physical child abuse and neglect. In Child welfare for the twenty-first century: A handbook of practices, policies, and programs, ed. Gerald P. Mallon and Peg McCartt Hess. New York: Co- lumbia University Press. Guterman, Neil B. 2004. Advancing prevention research on child abuse, youth violence, and domestic violence: Emerging strategies and issues. Journal of Interpersonal Violence 19(3): 299-321. The University of Chicago 113

Hahm, Hyeouk C., Maureen Lahiff, and Neil B. Guterman. 2004. Asian American adolescents’ acculturation, binge drinking, and alcohol and tobacco-using peers. Journal of Community Psychology 32(3): 295-308. Guterman, Neil B., Elizabeth Anisfeld, and Mary McCord. 2003. Home visiting (response to Olds). Pediatrics 111: 1491-1494. Guterman, Neil B., Mark Cameron, and Hyeouk C. Hahm. 2003. Community violence exposure and associated behavior problems among children and adolescents in residential treatment. Journal of Aggression, Maltreatment, and Trauma 6(2): 111-135. Guterman, Neil B., and Richard A. Embry. 2003. Prevention and treatment strategies targeting physical child abuse and neglect. In Intervention with children and adolescents: An interdisciplinary perspective, ed. Paula Allen-Meares and Mark W. Fraser. New York: Allyn & Bacon. Hahm, Hyeouk C., Maureen Lahiff, and Neil B. Guterman. 2003. Acculturation and parental attachment in Asian-American adolescents’ alcohol use. Journal of Adoles- cent Health 33(2): 119-129. Holton, John K., and Neil B. Guterman. 2003. Preventing physical child abuse and neglect. APSAC Advisor 15: 2. Guterman, Neil B. 2002. The role of research in defining a ‘practiceable’ problem for social work: The parallax of community and family violence exposure among children and youths. Social Work Education 21(3): 313-322. Guterman, Neil B., Hyeouk C. Hahm, and Mark Cameron. 2002. Adolescent victimization and subsequent use of mental health counseling services. Journal of Adolescent Health 30(5): 336-345. Guterman, Neil B. 2001. Stopping child maltreatment before it starts: Emerging horizons in early home visitation services. Thousand Oaks, CA: Sage Publications. Hahm, Hyeouk C., and Neil B. Guterman. 2001. The emerging problem of physical child abuse in South Korea. Child Maltreatment 6(2): 169-179. Guterman, Neil B., Mark Cameron, and K. Staller. 2000. Definitional and measurement issues in the study of community violence among children and youths, Journal of Community Psychology 28(6): 571-587. Haj-Yahia, Muhammad M., David Bargal, and Neil B. Guterman. 2000. Perception of job satisfaction, service effectiveness and burnout among Arab social workers in Israel. International Journal of Social Welfare 9(3): 201-210. HA, JUNG-HWA. Assistant Professor. B.A., Seoul National University; M.S.W., M.A., Ph.D., Michigan. Fields of Special Interest: aging and the life course; social and behavioral determinants of health and mental health; social support; stress and coping; productive aging. Selected publications: Choi, N.G., and Jung-Hwa Ha. In press. Relationship between spouse/partner support and depressive symptoms in older adults: Gender difference. Aging and Mental Health. Ha, Jung-Hwa, and Berit Dayton-Ingersoll. In press. Moderators in the relationship between social contact and psychological distress among widowed adults. Aging and Mental Health. Ha, Jung-Hwa. 2010. Effect of positive and negative support on older adults’ psychological adjustment to Widowhood: A longitudinal analysis. The Gerontologist, 50, 471-481. 114 The School of Social Service Administration

Ha, Jung-Hwa, and Marsha M. Seltzer. 2009. Caregiving across the life span. In En- cyclopedia of human relationships, ed. Harry T. Reis and Susan Sprecher. Thousand Oaks, CA: Sage Publications. Ingersoll-Dayton, Berit, Campbell, Ruth, and Jung-Hwa Ha. 2009. Enhancing forgive- ness: A group intervention for the elderly. Journal of Gerontological Social Work 52: 2-16. Ha, Jung-Hwa 2008. Changes in support from confidantes, children, and friends following widowhood. Journal of Marriage and Family 70: 306-318. Ha, Jung-Hwa, Jinkuk Hong, Marsha Malick Seltzer, and Jan S. Greenberg. 2008. Age and gender differences in the well-being of midlife and aging parents with children with mental health problems or developmental disorders: Report of a national study. Journal of Health and Social Behavior 49: 301-316. Ha, Jung-Hwa, and Berit Dayton-Ingersoll. 2008. The effect of widowhood on intergenerational ambivalence. Journal of Gerontology: Social Sciences 63B: S49-S58. Ha, Jung-Hwa, Deborah Carr, Rebecca L. Utz, and Randolph Nesse. 2006. Older adults’ perceptions of intergenerational support after widowhood: How do men and women differ? Journal of Family Issues 27: 3-30. Carr, Deborah, and Jung-Hwa Ha. 2005. Spousal bereavement. In Handbook of girls’ and women’s psychological health: Gender and well-being across the life span, ed. Judith Worrell and Carl D. Goodheart. New York: Oxford University Press. Ha, Jung-Hwa, and Deborah Carr. 2005. The effect of parent-child geographic proximity on widowed parents’ psychological adjustment and social integration. Research on Aging 27: 578-610. Ingersoll-Dayton, Berit, Margaret B. Neal, Jung-Hwa Ha, and Leslie B. Hammer. 2003. Collaboration among siblings providing care for older parents. Journal of Geronto- logical Social Work 40: 51-66. Ingersoll-Dayton, Berit, Margaret B. Neal, Jung-Hwa Ha, and Leslie B. Hammer. 2003. Redressing inequity in parent care among siblings. Journal of Marriage and the Family 65: 201-212. HANS, SYDNEY L. Samuel Deutsch Professor and Chair of the Doctoral Program. B.S., Cornell; Ph.D., Harvard. Fields of Special Interest: developmental psychopathology; parent child relationships throughout the life course; impact of parental psychopathology and substance abuse on children; women and violence; adolescent parenting; roles of fathers in families; supportive interventions for infants, young children, and families. Selected publications: Haight, Wendy, Jane Marshall, Sydney Hans, James Black, and Kathryn Sheridan. 2010. They mess with me, I mess with them: Understanding physical aggression in rural girls and boys from methamphetamine-involved families. Children and Youth Services Review 32: 1223-1234. Wen, Xiaoli, Jon Korfmacher, Sydney L. Hans, and Linda G. Henson. 2010. Young mothers’ involvement in a prenatal and postpartum support program. Journal of Community Psychology 38: 172-190. Auerbach, Judith G., L. Erlenmeyer-Kimling, Barbara Fish, Sydney L. Hans, Loring Ingraham, Joseph Marcus, Thomas F. McNeil, and Erland Schubert. 2009. Genetic risk for schizophrenia: Findings from prospective longitudinal high risk studies. In Handbook of behavioral genetics, ed. Yong-Kyu Kim, 487-500. New York: Springer. The University of Chicago 115

Finger, Brent, Sydney L. Hans, Victor J. Bernstein, and Suzanne M. Cox. 2009. Parent relationship quality and infant-mother attachment. Attachment and Human Develop- ment 11(3): 285-306. Hans, Sydney L., Judith G. Auerbach, Keith H. Nuechterlein, Robert F. Asarnow, Joan R. Asarnow, Baruch Styr, and Joseph Marcus. 2009. Neurodevelopmental factors associated with schizotypal symptoms among adolescents at risk for schizophrenia. Development and Psychopathology 21(4): 1195-1210. Hans, Sydney L., and Matthew J. Thullen. 2009. The relational context of adolescent motherhood. In Handbook of infant mental health, 3rd edition, ed. Charles H. Zeanah Jr., 214-229. New York: Guilford Press. Lashley, Cynthia O., Sydney L. Hans, and Linda G. Henson. 2009. Young African- American mothers’ changing perceptions of their infants during the transition to parenthood. Infant Mental Health Journal 30(5): 277-500. Melnick, Sharon, Brent Finger, Sydney Hans, Matthew Patrick, and Karlen Lyons- Ruth. 2008. Hostile-helpless states of mind in the AAI: A proposed additional AAI category with implications for identifying disorganized attachment in high-risk samples. In Clinical applications of the Adult Attachment Interview, ed. Howard Steele and Miriam Steele, 399-423. New York: Guilford. Dukic, Vanja M., Marina Niessner, Neal Benowitz, Sydney Hans, and Lauren Wak- schlag. 2007. Modeling the relationship of cotinine and self-reported measures of maternal smoking during pregnancy: A deterministic approach. Nicotine and Tobacco Research 9: 453-465. Hans, Sydney L. 2007. Review of Developmental origins of aggression, ed. Richard E. Tremblay, William W. Hartup, and John Archer. Social Service Review 81(1): 178-180. Sokolowski, Margaret S., Sydney L. Hans, Victor J. Bernstein, and Suzanne M. Cox. 2007. Mothers’ representations of their infants and parenting behavior: Associations with personal and social-contextual variables in a high-risk sample. Infant Mental Health Journal 28: 344-365. Hans, Sydney L. 2006. Mothering and depression. In Women’s mental health, ed. Sar- ah E. Romans and Mary V. Seeman, 311-320. Philadelphia: Lippincott, Williams &Wilkins. Bernstein, Victor J., Elizabeth J. Harris, Claudia WeLaLa Long, Elizabeth Iida, and Syd- ney L. Hans. 2005. Issues in the multicultural assessment of parent-child interaction: An exploratory study from the starting early, starting smart collaboration. Jour- nal of Applied Developmental Psychology 26: 241-275. Erlenmeyer-Kimling, L., Sydney Hans, Loring Ingraham, Joseph Marcus, Lyman Wynne, Asiyah Rehman, Simone A. Roberts, and Judy Auerbach. 2005. Handedness in children of schizophrenic parents: Data from three high-risk studies. Behavior Genetics 35(3): 351-385. Goodman, Geoff, Sydney L. Hans, and Victor J. Bernstein. 2005. Mother expectation of bother and infant attachment behaviors as predictors of mother and child communication at 24 months in children of methadone-maintained women. Infant Mental Health Journal 26: 549-569. Hans, Sydney L. 2005. Review of Adult attachment: Theory, research, and clinical implications, ed. W. Steven Rholes and Jeffry A. Simpson. Social Service Review 79(3): 566-568. 116 The School of Social Service Administration

Hans, Sydney L., Judith G. Auerbach, Aaron G. Auerbach, and Joseph Marcus. 2005. Development from birth to adolescence of children at risk for schizophrenia. Journal of Child and Adolescent Psychopharmacology 15: 384-394. Hans, Sydney L. 2004. When mothers abuse drugs. In Parental psychiatric disorder: Distressed parents and their families, 2nd edition, ed. Michael J. Göpfert and Mary V. Seeman, 203-216. Cambridge: Camridge University Press. Hans, Sydney L., Judith G. Auerbach, Benedict Styr, and Joseph Marcus. 2004. Off- spring of schizophrenic parents: Mental disorders during childhood and adolescence. Schizophrenia Bulletin 30: 303-315. Behnke, Erin F., and Sydney L. Hans. 2002. Becoming a doula. Zero to Three 23: 9-13. Hans, Sydney L. 2002. Studies of prenatal exposure to drugs: focusing on parental care of children. Neurotoxicology and Teratology 24: 329-337. Hans, Sydney L., Victor J. Bernstein, and Linda G. Henson. 2002. Children born to drug-using mothers: A longitudinal perspective on maternal care and child adjustment. In Assessing youth behavior: Using the Child Behavior Checklist in family and children’s services, ed. Nicole S. Le Prohn, Kathleen M. Wetherbee, Elena R. Lamont, Thomas M. Achenbach, and Peter J. Pecora, 107-120. Washington, DC: Child Wel- fare League of America. Hans, Sydney L., and Jon Korfmacher. 2002. The professional development of para- professionals. Zero to Three 23: 4-8. Wakschlag, Lauren S., and Sydney L. Hans. 2002. Maternal smoking during pregnancy and conduct problems in high-risk youth: A developmental framework. Develop- ment and Psychopathology 14: 351-369. Hans, S. L., and Jeremy, Rita Jeruchimowicz. 2001. Post-neonatal mental and motor development of infants exposed in utero to opioid drugs. Infant Mental Health Jour- nal 22: 300-315. Cox, Suzanne M., Hopkins, Joyce, and Hans, Sydney L. 2000. Attachment in preterm infants and their mothers: Neonatal risk status and maternal representations. Infant Mental Health Journal 21: 464-480. Hans, Sydney L. 2000. Parenting and parent-child relationships in families affected by substance abuse. In Children of addiction, ed. Hiram E. Fitzgerald, Barry M. Lester, and Robert Zucker, 45-68. New York: RoutledgeFalmer. Hans, Sydney L. 2000. Review of Success in early intervention: The Chicago child-parent centers, by Arthur J. Reynolds. American Journal of Education 109(1): 153-155. Hans, Sydney L., Judith G. Auerbach, Joan R. Asarnow, Baruch Styr, and Joseph Mar- cus. 2000. Social adjustment of adolescents at risk for schizophrenia: The Jerusalem Infant Development Study. Journal of the American Academy of Child and Adolescent Psychiatry 39: 1406-1414. Hans, Sydney L., Victor J. Bernstein, and Belinda Sims. 2000. Change and continuity in ambivalent attachment relationships from infancy through adolescence. In The organization of attachment relationships: Maturation, culture, and context, ed. Patricia M. Crittenden, 277-299. New York: Cambridge University Press. Goodman, Geoff, Sydney L. Hans, Suzanne M. Cox. 1999. Attachment behavior and its antecedents in offspring born to methadone-maintained women. Journal of Clin- ical Child Psychology 28: 58-69. Hans, Sydney L. 1999. Demographic and psychosocial characteristics of substance abusing pregnant women. Clinics in Perinatology 26: 55-74. The University of Chicago 117

Hans, Sydney L., Victor J. Bernstein, and Linda G. Henson. 1999. The role of psychopathology in the parenting of drug dependent women. Development and Psychopathol- ogy 11: 957-977. Hans, Sydney L., Joseph Marcus, Keith H. Nuechterlein, Robert F. Asarnow, Baruch Styr, and Judith G. Auerbach. 1999. Neurobehavioral deficits at adolescence in children at risk for schizophrenia: The Jerusalem Infant Development Study. Archives of General Psychiatry 56: 741-748. Wakschlag, Lauren S., and Sydney L. Hans. 1999. Relation of maternal responsiveness during infancy to the development of behavior problems in high-risk youths. Devel- opmental Psychology 35: 569-579. Hans, Sydney L. 1998. Developmental outcomes of prenatal exposure to alcohol and other drugs. In Principles of addiction medicine, 2nd edition, ed. Allan W. Graham and Terry K. Schultz, 1223-1237. Chevy Chase, MD: American Society of Addiction Medicine. HENLY, JULIA R. Associate Professor. B.A., Wisconsin; M.S.W., Ph.D., Michigan. Fields of Special Interest: family poverty; child care and welfare policy; work-family strategies of low-wage workers; informal support networks; employment discrimination. Selected publications: Bromer, Juliette, Diane Paulsell, Toni Porter, Julia Henly, R. Weber, D. Ramsburg, and members of the Families and Quality Workgroup. In press. Family-sensitive caregiving: A key component of quality in early care and education arrangements. In Developing the next wave of quality measures for early childhood and school-age programs. Brooks. Chaudry, Ajay, Julia R. Henly, Marcia Meyers. In press. Conceptual frameworks for understanding child care decision-making. Paper prepared for Child Trends’ Child Care and Early Education Policy and Research Analysis and Technical Expertise Project (HHSP233200800445G). Golden, Lonnie, Susan Lambert, Julia R. Henly, and Barbara Wiens-Tuers. In press. Working time in the employment relationship: Perceived control and work-life balance. In The Edward Elgar handbook on work and employment relations, ed. Keith Townsend and Adrian Wilkinson. Cheltenham UK: Edward Elgar. Bromer, Juliette, and Julia R. Henly. 2009. The work-family support roles of child care providers across settings. Early Childhood Research Quarterly 24(3): 271-288. Campbell, Elizabeth, Julia R. Henly, Delbert S. Elliott, and Katherine Irwin. 2009. Sub- jective constructions of neighborhood boundaries. Journal of Urban Affairs 31(4): 461-490. Lambert, Susan J., and Julia R. Henly. 2009. Work schedules in hourly jobs. In The low- wage labor market for the twenty-first century economy. Washington, D.C.: The Mobil- ity Agenda. http://www.mobilityagenda.org/home/post/2009/05/19/Scheduling-in- Hourly-Jobs-A-New-Report-from-The-Mobility-Agenda.aspx Lambert, Susan, and Julia R. Henly. 2007. Lower-level jobs and work-family studies. In Work family encyclopedia, ed. Patricia M. Raskin and M. Pitt Catsouphes. Sloan Work-Family Research Network, Boston College. Henly, Julia R., H. Luke Shaefer, and Elaine Waxman. 2006. Nonstandard work schedules: Employer- and employee-driven flexibility in retail jobs. Social Service Review 80: 609–634. 118 The School of Social Service Administration

Henly, Julia R., Sandra K. Danziger, and Shira Offer. 2005. The contribution of social support to the material well-being of low-income families. Journal of Marriage and Family 67: 122-140. (Awarded the 2007 Excellence in Research Award, Society of Social Work and Research.) Henly, Julia R., and Susan Lambert. 2005. Nonstandard work and child-care needs of low-income parents. In Work, family, health, and well-being, ed. Suzanne M. Bianchi, Lynne M. Casper, and Rosalind B. King, 473-492. Lawrence Erlbaum Associates, Inc. Lyons, Sandra J., Julia R. Henly, and John R. Schuerman. 2005. Informal support in maltreating families: Its effect on parenting practices. Children and Youth Services Review 27(1): 21-38. Bromer, Juliette, and Julia R. Henly. 2004. Child care as family support: Caregiving practices across child care providers. Children and Youth Services Review 26(10): 941- 964. Henly, Julia R. 2002. Informal support networks and the maintenance of low-wage jobs. In Laboring below the line: The new ethnography of poverty, low-wage work, and survival in the global economy, ed. Frank Munger, 179-203. New York: Russell Sage Foundation. Danziger, Sandra K., Marcia J. Carlson, and Julia R. Henly. 2001. Post-welfare employment and psychological well-being. Women and Health 32(1/2): 47-78. Henly, Julia R. 2000. Mismatch in the low-wage labor market: Job search perspective. In The low-wage labor market: Challenges and opportunities for economic self-sufficiency, ed. Kelleen Kaye, and Demetra Smith Nightingale, 145-167. Washington: Urban Institute Press. Henly, Julia R., and Sandra Lyons. 2000. The negotiation of child care and employment demands among low-income parents. Journal of Social Issues 56(4): 683-706. Henly, Julia R. 1999. Barriers to finding and maintaining jobs: The perspectives of workers and employers in the low-wage labor market. In Hard labor: Women and work in the post-welfare era, ed. Joel F. Handler, and Lucie White, 48-75. New York: ME Sharpe, Inc. Henly, Julia R. 1997. The complexity of support: The impact of family structure and provisional support on African American and white adolescent mothers’ well-being. American Journal of Community Psychology 25(5): 629-655. Lindsey, Duncan, and Julia R. Henly. 1997. The future of child welfare. In Social work in the 21st century, ed. Michael S. Reisch, and Eileen D. Gambrill, 100-118. Thousand Oaks, CA: Pine Forge Press. Henly, Julia R., and Sandra K. Danziger. 1997. Confronting welfare stereotypes: Char- acteristics of general assistance recipients and postassistance employment. In Social policy: Reform, research, and practice, ed. Patricia L. Ewalt, Stuart A. Kirk, Dennis L. Poole, and Edith M. Freeman, 124-139. Washington, DC: NASW Press. Henly, Julia R., and Sandra K. Danziger. 1996. Confronting welfare stereotypes: Char- acteristics of general assistance recipients and postassistance employment. Social Work Research 20(4): 217-227. Wittenbrink, Bernd, and Julia R. Henly. 1996. Creating social reality: Informational social influence and the content of stereotypic beliefs.Personality and Social Psychology Bulletin 22(6): 598-610. The University of Chicago 119

Henly, Julia R. 1995. Comparative research on adolescent childbearing: Understanding race differences. African American Research Perspectives 2(1): 70-81. Henly, Julia R. 1993. The significance of social context: The case of adolescent parenting in the African American community. Journal of Black Psychology 19(4): 461-477. HILL, HEATHER D. Assistant Professor. B.A., Washington; M.P.P., Michigan; Ph.D., Northwestern. Fields of Special Interest: poverty and inequality; welfare policy; low wage employment; early childhood development; family demography. Selected publications: Gennetian, Lisa, Heather D. Hill, Andrew London, and Len Lopoo. 2010. Maternal employment and the health of low-income young children. Journal of Health Eco- nomics 29(3): 353-363. Duncan, Greg J., Hans Bos, Lisa A. Gennetian, and Heather D. Hill. 2009. New Hope: A thoughtful and effective approach to “make work pay.” Northwestern Journal of Law and Social Policy 4(1): 101-115. Hill, Heather D. 2008. Data sources, adulthood: Current population survey (CPS). In The encyclopedia of the life course and human development, ed. Deborah Carr. Farm- ington Hills, MI: Gale. Hill, Heather D., and Pamela Morris. 2008. Welfare policies and very young children: Experimental data on stage-environment fit. Developmental Psychology 44(6): 1557- 1571. Bos, Hans, Greg J. Duncan, Lisa A. Gennetian, and Heather D. Hill. 2007. Fulfilling America’s “make work pay” promise with New Hope. A Hamilton Project Strategy and Discussion Paper. Washington, DC: Brookings Institution. Hill, Heather D. 2007. Steppin’ out: Infidelity and sexual jealousy. In Unmarried couples with children, ed. Paula England and Kathryn Edin. New York, NY: Russell Sage Foundation. JOHNSON, PENNY RUFF. Lecturer and Dean of Students. B.S., Wisconsin; A.M., Ph.D., Chicago. Fields of Special Interest: protective services, adoption, and foster care; child welfare case decision-making. Selected publications: Rzepnicki, Tina L., and Penny R. Johnson. 2005. Examining decision errors in child protection cases: A new application of root cause analysis. Children and Youth Ser- vices Review 27: 383-407. JOHNSON, WALDO E., JR. Associate Professor. B.A., Mercer; M.S.W., Michigan; Ph.D., Chicago. Fields of Special Interest: male roles and involvement in African American families; nonresident fathers in fragile families; the physical and psychosocial health statuses of African American males. Selected publications: Johnson, Waldo E. In press. Masculinity and sexual identity: Making meaning of paternal identity among young African American males. Journal of African American Men. Johnson, Waldo E., and James McKinney. In press. Transcending individual achievement and organizational pursuits: A twentieth century public policy framework for African Americans . In Alpha Phi Alpha and the crisis of organizational identity: A case study within black Greekdom, ed. Gregory S. Parks and Stefan M. Bradley. University Press of Kentucky. 120 The School of Social Service Administration

Johnson, Waldo E., David Pate, and Jarvis Givens. In press. Big boys don’t cry, black boys don’t feel - The intersection of worry and shame on community violence and the social construction of masculinity among African American males: The case of Derrion Albert. In Building healthy communities for males of color, ed. Christopher F. Edley, Jr. and Jorge Ruiz de Velasco. Berkeley: University of California Press. Johnson, Waldo E., Jeffrey Shears, and Armon R. Perry. In press. Paternal involvement among African American fathers: Evidence from the early head start and fragile families and child wellbeing study. Research on Social Work Practice. Lindau, Stacy; Marshall Chin, Shane Desautels, Daniel Johnson, Waldo E. Johnson, Jennifer Makelarski, Doriane Miller, Susan Peters, Connie Robinson, John Sch- neider, Florence Thicklin, Natalie Watson, Marcus Wolfe, and Eric Whitaker. In press. Science in service to the community: Building community-engaged health research and discovery infrastructure on the south side of Chicago. Preventive Medicine. Johnson, Waldo E., ed. 2010. Social work with African American males: Health, mental health, and social policy. New York: Oxford. Tsoi-A-Fatt, Rhonda, Waldo E. Johnson, and David Pater. 2010. We dream a world: The 2025 vision for America’s black men and boys. www.2025BMB.org Ravenell, Joseph E., Eric E. Whitaker, and Waldo E. Johnson. 2008. According to him: Barriers to healthcare among African American men. Journal of National Medical As- sociation 100(10): 434-445. Johnson, Waldo E. 2007. Working with marginalized and minority men. In International encyclopedia of men and masculinities, volume 1, ed. Michael Flood, Judith Kegan Gardiner, Bob Pease, and Keith Pringle. London: Routledge. Johnson, Waldo E., and Wayne L. Salter. 2006. Paternity disestablishment, father involvement and the best interest of the child: Lessons from child welfare and family law. Paper presented at the Emerging Issues in Paternity Symposium. Assistant Secretary for Planning and Evaluation, U.S. Department of Health and Human Ser- vices. Ravenell, Joseph E., Waldo E. Johnson, and Eric E. Whitaker. 2006. African-American men’s perceptions of health: A focus group study. Journal of National Medical As- sociation 98(4): 544-550. Johnson, Waldo E. 2005. Review of The promise keepers: Servants, soldiers and godly men, by John P. Bartkowski. Social Service Review 79(3): 564-66. Johnson, Waldo E., and Vaughn D. Bryant. 2005. Unwed African American fathers’ participation in child welfare permanency planning: Case workers’ perspectives. In Child welfare revisited: An Africentric perspective, ed. Joyce C. Everett, Sandra S. Chipungu, and Bogart R. Leashore, 169-196. Piscataway, NJ: Rutgers University Press. O’Donnell, John M., Waldo E. Johnson, Lisa Easley D’Aunno, and Helen L. Thornton. 2005. Fathers in child welfare: Caseworkers’ perspectives. Child Welfare 84(3): 387- 414. Pate, D., Waldo E. Johnson, and Mark Turner. 2005. Strengths and vulnerabilities of low income married parents. Paper presented at the Strengthening Healthy Marriage Initiative, Manpower Demonstration Research Corporation. Currence, Princess L.J., and Waldo E. Johnson. 2003. The negative implications of incarceration on black fathers. African American Research Perspectives 9(1): 24-32. The University of Chicago 121

Johnson, Waldo E. 2003. Conceptualization and measurement of positive healthy cou- ple relationships. Paper presented at the Measurement Issues in Family Demog- raphy Conference, National Institute of Child Health and Human Development, Family and Child Well-Being Research Network, Office of Planning, Research and Evaluation, Administration for Children and Families; The Federal Interagency Fo- rum on Child and Family Statistics, and the Demographic and Behavioral Sciences Branch, U.S. Department of Health and Human Services, November 13-14, 2003, in Bethesda, MD. Johnson, Waldo E. 2002. Time out of bound: High school completion and work preparation among urban, poor, unwed African American fathers. In African American education: Race, community, inequality and achievement - A tribute to Edgar G. Epps, ed. Walter R. Allen, Margaret Beale Spencer, and Carla O’Connor, 229-258. UK: Elsevier/ JAI Press. Johnson, Waldo E. 2002. Social work strategies for sustaining paternal involvement among unwed fathers: Insights from field research. Professional Development: The International Journal of Continuing Social Work Education 4(3)/5(1): 70-83. LAMBERT, SUSAN J. Associate Professor. M.S.W., Ph.D., Michigan. Fields of Special Interest: hourly jobs and low-wage workers; workplace flexibility; work and family issues; social policy and the labor market; organizational theory and development. Selected publications: Golden, Lonnie., Susan J. Lambert, Julia R. Henly, and Barbara Wiens-Ruers. In press. Working time in the employment relationship: Working time, perceived control and work-life balance. In The Edward Elgar handbook on work and employment relations, ed. K. Townsend and A. Wilkinson. Edward Elgar: Cheltenham UK. Lambert, Susan J. In press. “Opting in” to full labor force participation in hourly jobs. In Confronting the ‘Opt-out revolution:’ Women in today’s workforce, ed. Bernie D. Jones. New York: NYU Press. Lambert, Susan J. 2009. Lessons from the policy world: How the economy, work supports, and education matter for low-income workers. Work & Occupations 36(1): 56-65. Lambert. Susan J. 2009. Making a difference for hourly employees. In Work-life policies that make a real difference for individuals, families, and organizations, ed. Ann C. Crouter and Alan Booth. Washington, DC: Urban Institute Press. Lambert, Susan J., and Julia R. Henly. 2009. Work schedules in hourly jobs. In The low- wage labor market for the twenty-first century economy. Washington, D.C.: The Mobil- ity Agenda. http://www.mobilityagenda.org/home/post/2009/05/19/Scheduling-in- Hourly-Jobs-A-New-Report-from-The-Mobility-Agenda.aspx Lambert, Susan J. 2008. Human needs: Work/employment. In Encyclopedia of social work, 20th edition, ed. Terry Mizrahi and Larry E. Davis. Oxford University Press. Lambert, Susan J. 2008. Passing the buck: Labor flexibility practices that transfer risk onto hourly workers. Human Relations 61(9): 1203-1227. Lambert, Susan J., and Julia R. Henly. 2007. Low-level jobs and work family studies. In Work family encyclopedia, ed. Patricia M. Raskin and M. Pitt Catsouphes. Sloan Work-Family Research Network, Boston College. Lambert, Susan J. 2006. Both art and science: Employing organizational documentation in workplace-based research. In Handbook on work-family research, ed. M. Pitt Catsouphes, Ellen Ernst Kossek, and Stephen Sweet. Mahwah, NJ: Lawrence Erl- baum Associates. 122 The School of Social Service Administration

Henly, Julia R., and Susan J. Lambert. 2005. Nonstandard work and child care needs of low income parents. In Work, family, health & well-being, ed. Suzanne M. Bianchi, Lynne M. Casper, and Rosalind King. Mahwah, NJ: Lawrence Erlbaum Associates. Kossek, Ellen Ernset, and Susan J. Lambert, eds. 2005. Work and life integration: Or- ganizational, cultural, and individual perspectives. Mahwah, NJ: Lawrence Erlbaum Associates. Lambert, Susan J., and Elaine Waxman. 2005. Organizational stratification: Distribut- ing opportunities for work-life balance. In Work and life integration: Organizational, cultural, and individual perspectives, ed. Ellen Ernst Kossek and Susan J. Lambert. Mahwah, NJ: Lawrence Erlbaum Associates. Lambert, Susan J., and Anna Haley-Lock. 2004. The organizational stratification of opportunities for work-life balance: Addressing issues of equality and social justice in the workplace. Community, Work & Family 7(2): 181-197. Lambert, Susan J. 2003. The work side of welfare-to-work: Lessons from recent policy research. Work & Occupations 30(4): 474-478. Lambert, Susan, and Yojin Kim. 2002. Psychological involvement in family interactions: A new twist on work-to-family spillover. Issued working paper of The Sloan Center on Parents, Children, and Work, University of Chicago. Lambert, Susan, Elaine Waxman, and Anna Haley-Lock. 2002. Against the odds: A study of sources of instability in lower-skilled jobs. The Project on the Public Economy of Work, School of Social Service Administration, University of Chicago. Lambert, Susan and Anna Haley-Lock. 2001. Opening the door to opportunity: In- vestigating lower-skilled jobs from an organizational perspective. The Project on the Public Economy of Work, School of Social Service Administration, University of Chi- cago. Lambert, Susan. 2000. Added benefits: The link between work-life benefits and -or ganizational citizenship behavior. Academy of Management Journal 43(5): 801-815. (Lead article.) Lambert, Susan. 1999. The link with business strategies: Measuring the value-added of work/life initiatives. In The metric manual, ed. Brad Googins and Marcie Pitt- Catsouphes. Center for Work and Family: Boston College. Lambert, Susan. 1999. Lower-wage workers and the new realities of work and family. Annals of the American Academy of Political and Social Sciences 562: 174-190. Lambert, Susan. 1998. Workers’ use of supportive workplace policies: Variations by race and class-related characteristics. In Workforce diversity: Issues and perspectives, ed. Alfreda Daly. Washington, D.C.: NASW Press. Lambert, Susan. 1997. Expanding theories of occupational structure: Examining the relationship between employer responsiveness and worker well-being. In The integration of social work and social science, ed. David Tucker, Rosemary Sarri, and Charles Garvin. New York: Greenwood Press. Lambert, Susan. 1995. An investigation of workers’ use and appreciation of supportive workplace policies. In Best papers 1995: Proceedings of the Academy of Management, ed. Dorothy Perrin Moore. Madison, WI: Omni Press. Lambert, Susan, and Karen Hopkins. 1995. Occupational conditions and workers’ sense of community: Variations by gender and race. American Journal of Community Psychology 23(2): 151-179. The University of Chicago 123

Lambert, Susan. 1994. A day late and a dollar short: Persistent gender differences amid changing requirements for organizational advancement. Journal of Applied Social Science 18(1): 89-108. Lambert, Susan. 1993. Workplace policies as social policy. Social Service Review 67(2): 237-260. Lambert, Susan. 1991. The effects of job and family characteristics on the job satisfaction, job involvement, and intrinsic motivation of men and women workers. Journal of Organizational Behavior 12: 341-363. Lambert, Susan. 1990. Processes linking work and family: A critical review and research agenda. Human Relations 43(3): 239-257. LUDWIG, JENS. McCormick Foundation Professor. B.A., Rutgers; Ph.D., Duke. Fields of Special Interest: urban poverty, education, crime, and housing. Selected publications: Ludwig, Jens. 2010. The costs of crime. Criminology and Public Policy 9(2): 229-233. Vigdor, Jacob, and Jens Ludwig. 2010. Neighborhoods and peers in the production of schooling. In International encyclopedia of education, 3rd edition, ed. Eva Baker, Barry McGaw, and Penelope Peterson. Cook, Philip J., and Jens Ludwig. 2009. Firearm violence. In Oxford handbook of crime and public policy, ed. Michael Tonry. Cook, Philip J., Jens Ludwig, and Adam M. Samaha. 2009. Gun control after Heller: Threats and sideshows from a social welfare perspective. UCLA Law Review 56(5): 1041-1095. (Lead article) Jacob, Brian, and Jens Ludwig. 2009. Improving educational outcomes for poor children. In Changing poverty, changing policies, ed. Maria Cancian and Sheldon Dan- ziger, 266-300. New York: Russell Sage Foundation Press. Ludwig, Jens, Dave E. Marcotte, and Karen Norberg. 2009. Anti-depressants and suicide. Journal of Health Economics. 28: 659-676. Holzer, Harry, Diane Schanzenbach, Greg J. Duncan, and Jens Ludwig. 2008. The economic costs of poverty in the United States: Subsequent effects of children growing up poor. Journal of Children and Poverty 14(1): 41-61. Ludwig, Jens, Jeffrey Liebman, Jeffrey Kling, Greg J. Duncan, Lawrence F. Katz, Ronald C. Kessler, and Lisa Sanbonmatsu. 2008. What can we learn about neighborhood effects from the Moving to Opportunity experiment? A comment on Clampet-Lun- dquist and Massey. American Journal of Sociology 114(1): 144-88. Ludwig, Jens, and Deborah A. Phillips. 2008. The long-term effects of Head Start on low-income children. Annals of the New York Academy of Sciences 40: 1-12. Ludwig, Jens, and Isabel Sawhill. 2008. Success by ten: Intervening early, often, and effectively in the education of young children. In Paths to prosperity, ed. Jason Furman and Jason E. Bordoff, 127-158. Washington, DC: Brookings Institution Press. Ludwig, Jens, and Jacob Vigdor. 2008. Segregation and the black-white test score gap. In Steady gains and stalled progress: Inequality and the black-white test score gap, ed. Katherine Magnuson and Jane Waldfogel, 181-211. New York: Russell Sage Founda- tion Press. Cook, Philip J., Jens Ludwig, Sudhir Venkatesh, and Anthony Braga. 2007. Under- ground gun markets. The Economic Journal 117: F558-588. Donohue, John J., and Jens Ludwig. 2007. More COPS. Brookings Institution Policy Brief 158. 124 The School of Social Service Administration

Duncan, Greg J., Jens Ludwig, and Katherine A. Magnuson. 2007. Reducing poverty through pre-school interventions. The Future of Children 17(2): 143-160. Ludwig, Jens, and Jeffrey Kling. 2007. Is crime contagious? Journal of Law and Econom- ics 50(3): 491-518. Ludwig, Jens and Douglas L. Miller. 2007. Does Head Start improve children’s life chances? Evidence from a regression discontinuity approach. Quarterly Journal of Economics 122(1): 159-208. Ludwig, Jens, and Deborah A. Phillips. 2007. The benefits and costs of Head Start.Soci- ety for Research on Child Development, Social Policy Report Volume XXI Number 3. Ludwig Jens and Isabel Sawhill. 2007. Success by ten: Intervening early, often and effectively in the education of young children. Brookings Institution, Hamilton Project Discussion Paper. Miles, Thomas J., and Jens Ludwig. 2007. The silence of the lambdas: Deterring inca- pacitation research. Journal of Quantitative Criminology 23: 287-301. Cook, Philip J., and Jens Ludwig. 2006. Aiming for evidence-based gun policy. Journal of Policy Analysis and Management 25(3): 691-736. Cook, Philip J., and Jens Ludwig. 2006. Assigning deviant youth to minimize total harm. In Deviant peer contagion, ed. Kenneth Dodge, Joan McCord and Tom Dish- ion. Cook, Philip J., and Jens Ludwig. 2006. The social costs of gun ownership. Journal of Public Economics 90(1-2): 379-391. Harcourt, Bernard E., and Jens Ludwig. 2006. Broken windows: New evidence from New York City and a 5 city social experiment. University of Chicago Law Review. Ludwig, Jens, and Susan E. Mayer. 2006. “Culture” and the inter-generational trans- mission of poverty: The prevention paradox. Future of Children 16(2): 175-196. Ludwig, Jens, and Greg Duncan. 2006. Promising solutions in housing and the community. In Deviant peer contagion, ed. Kenneth Dodge, Joan McCord, and Tom Dish- ion. Cook, Philip J., Jens Ludwig, and Anthony Braga. 2005. Criminal records of homicide offenders. Journal of the American Medical Association 294(5): 598-601. Holzer, Harry J., and Jens Ludwig. 2005. Measuring discrimination in education: Are methodologies from labor and housing markets useful? Teacher’s College Record. Jacob, Brian, and Jens Ludwig. 2005. Can the federal government improve education research? In Brookings papers on education policy, ed. Diane Ravitch, 47-88. Washing- ton, DC: Brookings Institution Press. Kling, Jeffrey R., Jens Ludwig, and Lawrence F. Katz. 2005. Neighborhood effects on crime for female and male youth: Evidence from a randomized housing voucher experiment. Quarterly Journal of Economics 120(1): 87-130. Ludwig, Jens. 2005. Better gun enforcement, less crime. Criminology and Public Policy 4(4): 677-716. Ludwig, Jens, Greg J. Duncan, and Joshua Pinkston. 2005. Housing vouchers and economic self-sufficiency: Evidence from a randomized experiment. Journal of Public Economics 89: 131-156. Ludwig, Jens, and Dave Marcotte. 2005. Anti-depressants, suicide and drug regulation. Journal of Policy Analysis and Management 24(2). 249-272. Ludwig, Jens, and Matthew Miller. 2005. Interpreting the WIC debate. Journal of Policy Analysis and Management 24(3): 691-701. The University of Chicago 125

Peters, Joseph, Philip J. Cook, and Jens Ludwig. 2005. Gun crime and gun control: The Hawaiian experience. University of Chicago Legal Forum 2005: 55-90. Cook, Philip J., and Jens Ludwig. 2004. Does gun prevalence affect teen gun carrying after all? Criminology 42(1): 27-54. Cook, Philip J., and Jens Ludwig. 2004. Principles for effective gun policy. Fordham Law Review LXXIII(2):589-613. Duncan, Greg J., Katherine A. Magnuson, and Jens Ludwig. 2004. The endogeneity problem in developmental studies. Research in Human Development 1(1&2): 59-80 Cohen, Jacqueline, and Jens Ludwig. 2003. Policing crime guns. In Evaluating gun policy, ed. Jens Ludwig and Philip J. Cook, 217-250. Washington, DC: Brookings. Cook, Philip J., and Jens Ludwig. 2003. The effects of the Brady Act on gun violence. In Guns, crime, and punishment in America, ed. Bernard Harcourt, 283-298. NY: New York University Press. Cook, Philip J., and Jens Ludwig. 2003. The effects of gun prevalence on burglary: Deterrence vs. inducement. In Evaluating gun policy, ed. Jens Ludwig and Philip J. Cook, 74-120. Washington, DC: Brookings. Cook, Philip J., and Jens Ludwig. 2003. Fact-free gun policy? University of Pennsylvania Law Review 151(4): 1329-1340. Cook, Philip J., and Jens Ludwig. 2003. Pragmatic gun policy. In Evaluating gun policy, ed. Jens Ludwig and Philip J. Cook, 1-40. Washington, DC: Brookings Ladd, Helen F., and Jens Ludwig. 2003. The effects of MTO on educational opportunities in Baltimore: Early evidence. In Choosing a better life, ed. John Goering and Judith Feins, 117-152. Washington, DC: Urban Institute Press. Ludwig, Jens. 2003. Evaluating gun-policy evaluations. Criminology and Public Policy 2(3): 411-419. Ludwig, Jens. 2003. Improving neighborhoods for poor children. In One percent for the kids: New policies, brighter futures for America’s children, ed. Isabel Sawhill, 136-155. Washington, DC: Brookings Press. Ludwig, Jens, and Philip J. Cook, ed. 2003. Evaluating gun policy. Washington, DC: Brookings Press Ludwig, Jens, Greg J. Duncan, and Helen F. Ladd. 2003. MTO’s effects on children and parents: Evidence from Baltimore. In Choosing a better life, ed. John Goering and Judith Feins, 153-176. Washington, DC: Urban Institute Press. Raphael, Steven, and Jens Ludwig. 2003. Do prison sentence enhancements reduce gun crime? The case of Project Exile. In Evaluating gun policy, ed. Jens Ludwig and Philip J. Cook, 251-286. Washington, DC: Brookings. Bassi, Laurie J., Jens Ludwig, Daniel P. McMurrer, and Mark Van Buren. 2002. Profiting from learning: Firm-level effects of training investments and market implications. Singapore Management Review 24(3): 61-76. Cook, Philip J., and Jens Ludwig. 2002. The costs of gun violence against children. The Future of Children 12(2): 87-100. Cook, Philip J., and Jens Ludwig. 2002. Firearms. In Regulation through litigation, ed. W. Kip Viscusi, 67-105. Washington, DC: Brookings Institution Press. Johnson, Michael, Helen F. Ladd, and Jens Ludwig. 2002. The benefits and costs of residential mobility programs. Housing Studies 17(1): 125-138. Cook, Philip J., and Jens Ludwig. 2001. The costs and benefits of reducing gun violence. Harvard Health Policy Review 2(2): 23-28. 126 The School of Social Service Administration

Ludwig, Jens, and Philip J. Cook. 2001. The benefits of reducing gun violence: Evi- dence from contingent-valuation survey data. Journal of Risk and Uncertainty 22(3): 207-226. Ludwig, Jens. 2001. Problems in the estimation of school effects: Insights from im- proved models. In Improving Educational Productivity, ed. David H. Monk and Her- bert J. Walberg. 209-230. Greenwich, CT: Information Age Publishing. Ludwig, Jens, Greg J. Duncan, and Paul Hirschfield. 2001. Urban poverty and juvenile crime: Evidence from a randomized housing-mobility experiment. Quarterly Journal of Economics 116(2): 655-680. Ludwig, Jens, Helen F. Ladd, and Greg J. Duncan. 2001. Urban poverty and educational outcomes. In Brookings-Wharton papers on urban affairs, ed.William Gale and Janet Rothenberg Pack, 147-201. Washington, DC: Brookings Institution. Bassi, Laurie J., and Jens Ludwig. 2000. School to work programs in the U.S.: A multi- firm case study of training, benefits and costs. Industrial and Labor Relations Review 53(2): 219-239. Cook, Philip J., and Jens Ludwig. 2000. Gun violence: The real costs. NY: Oxford Uni- versity Press. Ludwig, Jens. 2000. Gun self-defense and deterrence. In Crime and justice: A review of research, Volume 27, ed. Michael Tonry. 363-417. University of Chicago Press. Ludwig, Jens, and Philip J. Cook. 2000. Homicide and suicide rates associated with implementation of the Brady Handgun Violence Prevention Act. Journal of the Amer- ican Medical Association 284(5): 585-591. Cook, Philip J., Bruce Lawrence, Jens Ludwig, and Ted R. Miller. 1999. The medical costs of gunshot injuries in the United States. Journal of the American Medical As- sociation 282(5): 447-454. Ladd, Helen F., and Jens Ludwig. 1999. Residential relocation policies in the United States: The moving to opportunity demonstration. Netherlands Journal of Housing and the Built Environment 14(1): 1-20. Ludwig, Jens. 1999. Information and inner city educational attainment. Economics of Education Review 18(1): 17-30. Ludwig, Jens, and Laurie J. Bassi. 1999. The puzzling case of school spending and student resources. Education Evaluation and Policy Analysis 21(4): 385-403. Cook, Philip J., and Jens Ludwig. 1998. The burden of “acting white”: Do black adolescents disparage academic achievement? In The black-white test score gap, ed. Christo- pher Jencks and Meredith Phillips, 375-400. Washington, DC: Brookings. Cook, Philip J., and Jens Ludwig. 1998. Defensive gun uses: New evidence from a national telephone survey. Journal of Quantitative Criminology 14(2): 111-131. Ludwig, Jens. 1998. Concealed-gun-carrying laws and violent crime: Evidence from state panel data. International Review of Law and Economics 18: 239-254. Ludwig, Jens, Philip J. Cook, and Tom W. Smith. 1998. The gender gap in reporting household gun ownership. American Journal of Public Health 88(11). 1715-1718. Webster, Daniel W., Jon S. Vernick, and Jens Ludwig. 1998. No proof that right-to-carry laws reduce violence. American Journal of Public Health 88(6): 982-983. Bassi, Laurie J., Theresa Feeley, John Hillmeyer, and Jens Ludwig. 1997. Learning and earning: An employer’s look at school-to-work investments. Alexandria, VA: American Society for Training and Development. The University of Chicago 127

Cook, Philip J., Jens Ludwig, and David Hemenway. 1997. The gun debate’s new mythical number: How many defensive uses per year? Journal of Policy Analysis and Management 16(3): 463-469. Cook, Philip J., and Jens Ludwig. 1997. Guns in America: Results of a comprehensive survey on private firearms ownership and use. Police Foundation: Washington, DC. (Abridged version published as a Research In Brief, National Institute of Justice, 1997, NCJ 165476). Cook, Philip J., and Jens Ludwig. 1997. Weighing the burden of “acting white”: Are there race differences in attitudes towards education? Journal of Policy Analysis and Management 16(2): 256-278. Ladd, Helen F., and Jens Ludwig. 1997. Housing vouchers, residential relocation, and educational opportunities: Evidence from Baltimore. American Economic Review, Pa- pers & Proceedings 87(2): 272-277. Webster, Daniel W., Jon S. Vernick, Jens Ludwig, and Kathleen Lester. 1997. Flawed gun policy research may endanger public safety. American Journal of Public Health 87(6): 918-921. MARSH, JEANNE C. George Herbert Jones Distinguished Service Professor. B.A., Michigan State; M.S.W., Ph.D., Michigan. Fields of Special Interest: services for women and families; service integration in service delivery; social program and policy evaluation; knowledge utilization in practice and program decision making. Selected publications: Andrews, Christina M., Dingcai Cao, Jeanne C. Marsh, and Hee-Choon Shin. In press. The impact of comprehensive services in substance abuse treatment for women with a history of intimate partner violence. Violence Against Women. Marsh, Jeanne C. In press. Learning by intervening: Examining the intersection of research and practice. In Evidence-based practice: An integrative approach to social work, ed. Tina L. Rzepnicki, Stanley G. McCracken, and Harold E. Briggs. Chicago: Lyceum. Marsh, Jeanne C., Dingcai Cao, and Hee-Choon Shin. In press. Pathways to treatment outcome: Gender and race differences in the impact of comprehensive substance abuse treatment. Substance Use & Misuse. Marsh, Jeanne C., Brenda D. Smith, and Maria C. Bruni. In press. Integrated substance abuse and child welfare services for mothers: A progress review. Children and Youth Services Review. Marsh, Jeanne C., Hee-Choon Shin, and Dingcai Cao. 2010. Gender differences in client-provider relationship as active ingredient in substance abuse treatment. Eval- uation and Program Planning 33(2): 81-90. Gredig, Daniel, and Jeanne C. Marsh. 2009. Imposing intervention and practices. In The SAGE handbook of social work research, ed. Ian F. Shaw, Katherine Briar-Lawson, Joan Orme, and Roy Ruckdeschel, 64-82. Thousand Oaks, CA: SAGE. Marsh, Jeanne C., Dingcai Cao, Erick Guerrero, and Hee-Choon Shin. 2009. Need- service matching in substance abuse treatment: Racial/ethnic differences. Evaluation and Program Planning 32(1): 43-51. Marsh, Jeanne C., Dingcai Cao, and Hee-Choon Shin. 2009. Closing the need-service gap: Gender differences in matching services to client needs in comprehensive substance abuse treatment. Social Work Research 33(3): 183-192. 128 The School of Social Service Administration

Cao, Dingcai, Jeanne C. Marsh, and Hee-Choon Shin. 2008. Gender and racial/ethnic disparities in the impact of HIV prevention programming in substance abuse treatment. American Journal of Drug & Alcohol Abuse 34(6): 730-740. McCracken, Stanley, and Jeanne C. Marsh. 2008. Practitioner expertise in evidence- based practice decision making. Research on Social Work Practice 18(4): 301-310. Cha, Theresa, Elizabeth Kuo, and Jeanne C. Marsh. 2006. Useful knowledge for social work practice. Social Work and Society 4(1). Mahoney, Colleen A., Malitta Engstrom, and Jeanne C. Marsh. 2006. Substance use problems in health social work practice. In Handbook of health social work, ed. Sarah Gehlert and T. Arthur Browne, 367-414. Hoboken, NJ: Wiley. Marsh, Jeanne C., Joseph P. Ryan, Sam Choi, and Mark F. Testa. 2006. Integrated services for families with multiple problems: Obstacles to family reunification.Children and Youth Services Review 28(9): 1074-1087. Ryan, Joseph P., Jeanne C. Marsh, Mark F. Testa, and Richard Louderman. 2006. In- tegrating substance abuse treatment and child welfare services: Findings from the Illinois Alcohol and Other Drug Abuse (AODA) waiver demonstration. Journal of Social Work Research 30(2): 95-107. Cha, Theresa, Elizabeth Kuo, and Jeanne C. Marsh. 2005. Knowledge utilization among the readers of SOCIAL WORK. SSA Working Paper #11. Marsh, Jeanne C., and Dingcai Cao. 2005. Parents in substance abuse treatment: Im- plications for child welfare practice. Children and Youth Services Review 27(12): 1259- 1278. Marsh, Jeanne C., and Brenda D. Smith. 2005. Commentary–client-service matching in substance abuse treatment for women with children. In The research process in the human services: Behind the scenes, ed. Leslie Alexander and Phyllis Solomon, 151- 170. New York: Brooks/Cole. Marsh, Jeanne C. 2004. Social service education. In The encyclopedia of Chicago, ed. James R. Grossman, Ann Durkin Keating, and Janice L. Reiff, 761. Chicago: The University of Chicago Press. Marsh, Jeanne C. 2004. Theory-driven versus theory-free research in empirical social work practice. In Using evidence in social work practice, ed. Harold E. Briggs and Tina L. Rzpenicki. Chicago: Lyceum. Marsh, Jeanne C., Dingcai Cao, and Thomas D’Aunno. 2004. Gender differences in the impact of comprehensive services in substance abuse treatment. Journal of Substance Abuse Treatment 27(4): 289-300. Marsh, Jeanne C. 2003. Organizational and institutional factors in the development of practice knowledge and practice guidelines in social work. In Developing practice guidelines for social work intervention, ed. Aaron Rosen and Enola K. Proctor, 236-252. New York: Columbia University Press. Smith, Brenda D., and Jeanne C. Marsh. 2002. Client-service matching in substance abuse treatment for women with children. Journal of Substance Abuse Treatment 22(3): 161-168. Marsh, Jeanne C. 2000. Theories of professions: Implications for social work. In Soziale Arbeit: Gesellschaftliche Bedingungen und professionelle Perspektiven, ed. Siegfried Mül- ler, Heinz Sünker, Thomas Olk, and Karin Bollert. Luchterhand: Neuwied-Kriftel. Marsh, Jeanne C., Thomas D’Aunno, and Brenda D. Smith. 2000. Increasing access and providing social services to improve drug abuse treatment for women with children. Addiction 95(8): 1237-1247. The University of Chicago 129

Marsh, Jeanne C., and Carol Coohey. 1998. Reform and restructuring of social services in the U.S.: Evaluation of collaborative, cooperative and integrated services. In To - ward more democracy in social services, ed. Gaby Flosser and Hans-Uwe Otto. Berlin: deGruyter. Smith, Brenda D., Jeanne C. Marsh, and Thomas D’Aunno. 1998. Child welfare and substance use: Findings from a collaborative services initiative in Illinois. The Source 8(2): 5-7. Berlin, Sharon, and Jeanne C. Marsh. 1996. Informationen für Interaktionsbezogene Praxis-entscheidungen. In Qualitätsentwicklung durch Evaluation, ed. Maja Heiner. Freiburg, Breisgau: Lambertus. Coohey, Carol, and Jeanne C. Marsh. 1995. Promotion, prevention, and treatment: What are the differences? Research on Social Work Practice 5(4): 524-538. MCCRACKEN, STANLEY G. Senior Lecturer. A.B., Northwest Nazarene College; A.M., Ph.D., Chicago. Fields of Special Interest: mental health; substance abuse; co-occurring disorders; behavioral pharmacology; multicultural mental health; aging; dissemination and implementation of evidence-based practice. Selected publications: McCracken, Stanley G., Elisabeth Hutchins, Fred Steffen, M. Vimont, and C. Mallon. In press. Implementing and sustaining evidence-based practice: Case example of leadership, organization, infrastructure, and consultation. In Evidence-based practice: An integrative approach to social work, ed. Tina L. Rzepnicki, Stanley G. McCracken, and Harold E. Briggs. Chicago: Lyceum. McCracken, Stanley G. 2010. Review of Schizophrenia: Cognitive theory, research, and therapy, by Aaron T. Beck, Neil A. Rector, Neal Stolar, and Paul Grant. Social Service Review 84(2): 316-319. McCracken, S., and Jonathon E. Larson. 2010. Motivational interviewing for medication adherence. In Psychosocial treatment for schizophrenia, ed. Allen Rubin, David W. Springer, and Kathi Trawver, 283-339. New York: Wiley. McCracken, Stanley G., and Tina L. Rzepnicki, T. 2010. The role of theory in conducting evidence based clinical practice. In Reshaping theory in contemporary social work: Toward a critical pluralism in clinical practice, ed. William Borden, 210-233. New York: Columbia University Press. McCracken, Stanley G. 2009. Review of Handbook of PTSD: Science and practice., ed. Matthew J. Friedman, Terence M. Keane, and Patricia A. Resick. Social Service Review 83(1): 141-144. McCracken, Stanley G., Lorna Elam Jackson, Julie Keck, and Karen Teigiser. 2009. Demonstration of substance abuse intervention with older adults: DVD, trainer’s guide, student workbook. CSWE Gero-Ed Center. http://www.cswe.org/CentersInitiatives/ GeroEdCenter/Programs/MAC/13711/Chicago.aspx Gellis, Zvi D., and Stanley G. McCracken. 2008. Advanced MSW curriculum in mental health and aging. CSWE Gero-Ed Center: www.gero-edcenter.org. Gellis, Zvi D., and Stanley G. McCracken. 2008. Aging and mental health. Aging Times, 4. CSWE Gero-Ed Center. http://depts.washington.edu/geroctr/AT/4_3/gellis.htm. (accessed December 15, 2008). McCracken, Stanley G., and Patrick W. Corrigan. 2008. Motivational interviewing for medication adherence in individuals with schizophrenia. In Motivational interviewing in the treatment of psychological problems, ed. Hal Arkowitz and William R. Miller, 249-276. New York: Guilford. 130 The School of Social Service Administration

McCracken, Stanley G., and Jeanne C. Marsh. 2008. Practitioner expertise in evidence- based practice decision making. Research in Social Work Practice 18: 301-310. McCracken, Stanley G. 2007. Review of Rethinking substance abuse: What the science shows, and what we should do about it, ed. William R. Miller and Kathleen M. Carroll. Social Service Review 81(1): 180-83. McCracken, Stanley G. 2006. Review of Intrusive thoughts in clinical disorders: Theory, research, and treatment, ed. David A. Clark. Social Service Review 80(2): 350-52. Corrigan, Patrick W., and Stanley G. McCracken. 2005. Interviewing people with serious mental illness. In Clinical and diagnostic interviewing, 2nd edition, ed. Robert J. Craig, 278-302. Northvale, NJ: Jason Aronson. Corrigan, Patrick W., and Stanley G. McCracken. 2005. Place first, then train: An alternative to the medical model of psychiatric rehabilitation. Social Work 50: 31-39. Corrigan, Patrick W., Stanley G. McCracken, and Catherine G. McNeilly. 2005. Evi- dence based practices for individuals with serious mental illnesses and substance use disorders. In The handbook of evidence-based practices in behavioral healthcare: Ap- plications and new directions, ed. Chris E. Stout and Randy A. Hayes, 153-176. New York: John Wiley & Sons. McCracken, Stanley G. 2005. Review of Evidence-based practice manual: Research and outcome measures in health and human services, ed. Albert R. Roberts and Kenneth R. Yeager. Social Service Review 79(2): 374-78. McCracken, Stanley G., and Patrick W. Corrigan. 2004. Staff development in mental health. In Using evidence in social work practice: Behavioral perspectives, ed. Harold E. Briggs and Tina L. Rzepnicki, 232-256. Chicago: Lyceum. Corrigan, Patrick W., Stanley G. McCracken, and Barbara Blaser. 2003. Dissemination of evidence-based mental health practices. Evidence Based Mental Health 6: 4-5. MCMILLEN, J. CURTIS. Professor. B.A., Trinity, San Antonio; M.S.W., Oklahoma; Ph.D., Maryland. Fields of Special Interest: mental health services, child welfare clients, older youth leaving the foster care system. Selected publications: Lee, Bethany R., and J. Curtis McMillen. Accepted for publication. Measuring quality in residential treatment for children and youth. Residential Treatment for Children and Youth. Munson, Michelle R., and J. Curtis McMillen. Accepted for publication. Trajectories of depression symptoms among older youth exiting foster care. Social Work Research. Narendorf, Sarah, and J. Curtis McMillen. Accepted for publication. Substance use and substance use disorders as foster youth transition to adulthood. Children and Youth Services Review. Scott, Lionel D., Henrika McCoy, Michelle R. Munson, Lonnie R. Snowden, and J. Curtis McMillen. Accepted for publication. Cultural mistrust of mental health professionals among Black males transitioning from foster care. Journal of Child and Family Studies. McMillen, J. Curtis, Shannon Lenze, Kristin Hawley, and Victoria Osborne. 2009. Re- visiting practice-based research networks as a platform for mental health services research. Administration and Policy in Mental Health and Mental Health Services Re- search 36: 308-321. Munson, Michelle R., and J. Curtis McMillen. 2009. Natural mentoring and psychosocial outcomes among older youth transitioning foster care. Children and Youth Ser- vices Review 31: 104-111. The University of Chicago 131

McMillen, J. Curtis, and Ramesh Raghavan. 2009. Pediatric to adult mental health service use of young people leaving the foster care system. Journal of Adolescent Health 44: 7-13. Raghavan, Ramesh, Peichang Shi, Gregory Aarons, Scitt Roesch, and J. Curtis McMil- len. 2009. Health insurance discontinuities among adolescents leaving foster care. Journal of Adolescent Health 44: 41-47. Fedoravicius, Nicole, J. Curtis McMillen, Jill E. Rowe, Njeri Kagotho, and Norma C. Ware. 2008. Funneling child welfare consumers into and through the mental health system: Assessment, referral, and quality issues. Social Service Review 82: 273-290. McCoy, Henrika, J. Curtis McMillen, and Edward L. Spitznagel. 2008. Older youth leaving the foster care system: Who, what, when, where, and why? Children and Youth Services Review 30: 735-745. McMillen, J. Curtis, Bethany R. Lee, and Melissa Jonson-Reid. 2008. Outcomes for youth residential treatment programs using administrative data from the child welfare system: A risk-adjustment application. Administration and Policy in Mental Health and Mental Health Services Research 35: 189-197. McMillen, J. Curtis, Luis E. Zayas, Samantha Books, and Madeline Lee. 2008. Quality assurance and improvement practice in mental health agencies: Roles, activities, targets and contributions. Administration and Policy in Mental Health and Mental Health Services Research 35: 458-467. Munson, Michelle R., and J. Curtis McMillen. 2008. Non-kin natural mentors in the lives of older youth in foster care. Journal of Behavioral Health Services & Research 35: 454-468. Proctor, Enola K., Sally Haywood, J. Curtis McMillen, and Peter M. Doré. 2008. Ad- vancing mental health research: Washington University’s Center for Mental Health Services Research. Social Work Research 32: 249-259. Proctor, Enola K., and J. Curtis McMillen. 2008. Quality of Care. In Encyclopedia of social work, 20th edition, ed. Terry Mizrahi and Larry E. Davis: NASW Press and Oxford University Press. Raghavan, Ramesh, and J. Curtis McMillen. 2008. Multiple psychotropic medication use among adolescents aging out of foster care. Psychiatric Services 59: 1052-1055. Vaughn, Michael G., Christine Litschge, Matt DeLisi, Kevin M. Beaver, and J. Curtis McMillen. 2008. Psychopathic personality features and risks for criminal justice system involvement among adolescents leaving the child welfare system. Children and Youth Services Review 30: 1101-1110. Vaughn, Michael G., Jeffrey J. Shook, and J. Curtis McMillen. 2008. Aging out of foster care and legal involvement: Toward a typology of risk. Social Service Review 82: 419- 446. Jonson-Reid, Melissa, Lionel D. Scott, J. Curtis McMillen, and Tonya Edmond. 2007. Dating violence among emancipating foster youth. Children and Youth Services Re- view 29: 557-57. Lee, Bethany R., J. Curtis McMillen, and Nicole Fedoravicius. 2007. Use and views of physical restraint in select residential treatment facilities. International Journal of Child & Family Welfare 10: 139-149. Lee, Bethany R., J. Curtis McMillen, Kraig Knudsen, and Carol M. Woods. 2007. Qual- ity directed activities and barriers to quality in social service organizations. Adminis- tration in Social Work 31: 67-85. 132 The School of Social Service Administration

McMillen, J. Curtis, Nicole Fedoravicius, Jille Rowe, Bonnie T. Zima, and Norma Ware. 2007. A crisis of credibility: Professionals’ concerns about the psychiatric care provided to clients of the child welfare system. Administration and Policy in Mental Health and Mental Health Services Research 34: 203-212. Megivern, Deborah, J. Curtis McMillen, Enola K. Proctor, Catherine Woodstock Striley, Leopoldo J. Cabassa, and Michelle R. Munson. 2007. Quality of care: Expanding the social work dialogue. Social Work 52: 115-124. McMillen, J. Curtis. 2007. The business of accreditation. Families in Society 88(4): http:// www.familiesinsociety.org/WebOnlyArticles.asp. Scott Jr., Lionel D., Michelle R. Munson, J. Curtis McMillen, and Lonnie R. Snowden. 2007. Predisposition to seek mental health care among black males transitioning from foster care. Children and Youth Services Review 29: 870-882. Vaughn, Michael G., Marcia T. Ollie, J. Curtis McMillen, Lionel D. Scott, and Michelle R. Munson. 2007. Substance use and abuse among older youth in foster care. Addic- tive Behaviors 32: 1929-1935. Lee, Bethany R., Michelle R. Munson, Norma C. Ware, Marcia T. Ollie, Lionel D. Scott, and J. Curtis McMillen. 2006. Voices of foster care youths: Consumer views of mental health services. Psychiatric Services 57: 487-492. Scott, Lionel D., Michelle R. Munson, and J. Curtis McMillen, and Marcia T. Ollie. 2006. The association of religious involvement to social behaviors and psychiatric disorders among older youth in foster care. American Journal of Community Psychol- ogy 38: 223-236. Elze, Diane E., Wendy F. Auslander, Arlene Stiffman, and J. Curtis McMillen. 2005. Educational needs of youth in foster care. In Child welfare for the 21st century: A handbook of practices, policies, and programs, ed. Gerald P. Mallon and Peg McCartt Hess, 185-204. New York: Columbia University Press. McMillen, J. Curtis, Enola K. Proctor, Deborah Megivern, Catherin Striley, Leopoldo J. Cabassa, Michelle R. Munson, and Barbara Dickey. 2005. Quality of care in the social services: Research agenda and methods. Social Work Research 29: 181-191. McMillen, J. Curtis, Bonnie T. Zima, Lionel D. Scott, Wendy F. Auslander, Michelle R. Munson, Marcia T. Ollie, and Edward L. Spitznagel. 2005. The prevalence of psychiatric disorders among older youths in the foster care system. Journal of the American Academy of Child and Adolescent Psychiatry 44: 88-95. McMillen, J. Curtis. 2004. Posttraumatic growth: What’s it all about? Psychological In- quiry 15: 48-52. McMillen, J. Curtis, Lisa Morris, and Michael Sherraden. 2004. Problems versus strengths: Ending social work’s grudge match. Families in Society 85: 317-325. McMillen, J. Curtis, Lionel D. Scott, Bonnie T. Zima, Marcia T. Ollie, Michelle R. Mun- son, and Edward L. Spitznagel. 2004. Use of mental health services among older youths in foster care. Psychiatric Services 55: 811-817. Edmond, Tonya, Wendy F. Auslander, Diane F. Elze, J. Curtis McMillen, and Ronald J. Thompson. 2003. Differences between sexually abused and non-sexually abused adolescent girls in foster care. Journal of Child Sexual Abuse 11: 73-99. Howard, Matthew O., J. Curtis McMillen, and David E. Pollio. 2003. Teaching evidence based practice: Toward a new paradigm for social work education. Journal of Research on Social Work Practice 13: 234-259. The University of Chicago 133

McMillen, J. Curtis, Wendy Auslander, Diane Elze, Tony White, and Ronald Thompson. 2003. Educational experiences and aspirations of older youth in the foster care system. Child Welfare 72: 475-495. McMillen, J. Curtis, and Cynthia Loveland Cook. 2003. The positive by-products of spinal cord injury and their correlates. Rehabilitation Psychology 48: 77-85. Auslander, Wendy F., J. Curtis McMillen, Diane Elze, Ronald Thompson, Melissa Jonson-Reid, and Arlene Stiffman. 2002. Mental health problems and sexual abuse among adolescents in foster care: Relationship to HIV risk behaviors and intentions. AIDS and Behavior 6: 351-359. Howard, Matthew O., J. Curtis McMillen, Lisa Nower, Diane Elze, Tonya Edmond, and John Bricout. 2002. Denial in addiction: Toward an integrated stage and process model. Journal of Psychoactive Drugs 34: 371-382. McMillen, J. Curtis, Carol S. North, Muriel Mosley, and Elizabeth M. Smith. 2002. Un- tangling the psychiatric comorbidity of PTSD in a sample of flood survivors. Com- prehensive Psychiatry 43: 478-485. North, Carol S., Laura Tivis, J. Curtis McMillen, Betty Pfefferbaum, Jann Cox, Edward L. Spitznagel, Kenneth P. Bunch, and Elizabeth M. Smith. 2002. Coping, functioning, and adjustment of rescue workers after the Oklahoma City bombing. Journal of Traumatic Stress 15: 171-175. North, Carol S., Laura Tivis, J. Curtis McMillen, Betty Pfefferbaum, Edward L. Spitzna- gel, Jann Cox, Sara Nixon, Kenneth P. Bunch, and Elizabeth M. Smith. 2002. Psy- chiatric disorders in rescue workers after the Oklahoma City bombing. American Journal of Psychiatry 159: 857-859. Elze, Diane E., Wendy Auslander, J. Curtis McMillen, Tonya Edmond, and Ronald J. Thompson. 2001. Untangling the impact of sexual abuse on HIV risk behaviors among youths in foster care. AIDS Education and Prevention 13: 377-389. McMillen, J. Curtis, Matthew O. Howard, Lisa Nower, and Sulki Chung. 2001. Positive by-products of the struggle with chemical dependency. Journal of Substance Abuse Treatment 20: 69-79. McMillen, J. Curtis. 2000. How do I assess a caregiver’s personal history and its meaning for practice? In Handbook for child protection practice, ed. Howard Dubowitz and Diane DePanfilis, 305-309. Thousand Oaks, CA: Sage. McMillen, J. Curtis, Carol S. North, and Elizabeth M. Smith. 2000. What parts of PTSD are normal: Intrusion, avoidance or arousal? Data from the Northridge, California earthquake. Journal of Traumatic Stress 13: 57-75. McMillen, J. Curtis. 1999. Better for it: How people benefit from adversity. Social Work 44: 455-468. McMillen, J. Curtis, and Jayne Tucker. 1999. The status of older adolescents at exit from out-of-home care. Child Welfare 78: 339-360. North, Carol S., Sara J. Nixon, Sheryll Shariat, Sue Mallonee, J. Curtis McMillen, R.D. Vincent, Edward L. Spitznagel, and Elizabeth M. Smith. 1999. Psychiatric disorders among survivors of the Oklahoma City bombing. Journal of the American Medical Association 282: 755-762. McMillen, J. Curtis, and Rachel H. Fisher. 1998. The Perceived benefit scales: Measur- ing perceived positive life changes after negative life events. Social Work Research 22: 173-187. McMillen, J. Curtis, and Susan J. Zuravin. 1998. Social support, therapy and changes in attributions for child sexual abuse. Journal of Child Sexual Abuse 7(2): 1-15. 134 The School of Social Service Administration

McMillen, J. Curtis, Elizabeth M. Smith, and Rachel H. Fisher. 1997. Perceived benefit and mental health after three types of disaster. Journal of Consulting and Clinical Psychology 65: 733-739. McMillen, J. Curtis, Gregory B. Rideout, Rachel Fisher, and Jayne Tucker. 1997. In- dependent living services: The views of former foster youth. Families in Society 78: 471-479. McMillen, J. Curtis, 1997. A practice model for enhancing effective coping in child welfare families. Child Welfare 76: 781-799. McMillen, J. Curtis, and Susan J. Zuravin. 1997. Attributions of responsibility for child sexual abuse and adult adjustment. Journal of Interpersonal Violence 12: 30-48. Phillips, Susan, J. Curtis McMillen, Joshua Sparks, and Mimi Ueberle. 1997. Concrete strategies for making youth service agencies more sensitive to the needs of gay, lesbian and other sexual minority youths. Child Welfare 76: 393-409. McMillen, J. Curtis, and Gregory B. Rideout. 1996. Breaking intergenerational cycles: Theoretical tools for social workers. Social Service Review 70: 378-399. Zuravin, Susan J., J. Curtis McMillen, Diane DePanfilis, and Christina Risley-Curtiss. 1996. The intergenerational cycle of child maltreatment: Continuity vs. discontinuity. Journal of Interpersonal Violence 11: 315-334. McMillen, J. Curtis, Susan J. Zuravin, and Gregory B. Rideout. 1995. Perceived benefit from child sexual abuse. Journal of Consulting and Clinical Psychology 63: 1037-1043. McMillen, J. Curtis, and Victor Groze. 1994. Using placement genograms in child welfare practice. Child Welfare 73: 307-318. Groze, Victor, J. Curtis McMillen, and Mark Haines-Simeon. 1993. Foster families caring for children with HIV: A pilot study. Child and Adolescent Social Work Journal 10: 67-87. Groze, Victor J., Mark Haines-Simeon, and J. Curtis McMillen. 1992. Families adopting children with or at risk of HIV infection. Child and Adolescent Social Work Journal 9: 409-426. McMillen, J. Curtis. 1992. Attachment theory and clinical social work. Clinical Social Work Journal 20: 205-218. McMillen, J. Curtis. 1991. Sexual identity issues in the residential treatment of adolescents. Residential Treatment of Children and Youth 9(2): 5-21. McMillen, J. Curtis, and Victor Groze. 1991. Child welfare policies affected by the difficulty in diagnosing HIV in infants and young children. AIDS and Public Policy Journal 6: 59-63. MOSLEY, JENNIFER E. Assistant Professor. B.A., Reed; M.S.W., Ph.D., California–Los Angeles. Fields of Special Interest: nonprofit and human service organizations; policy advocacy and lobbying; government-nonprofit relations; civic engagement; policy formulation & implementation; philanthropy. Selected publications: Mosley, Jennifer E., and A. Ros. Accepted for publication. Nonprofits in public child welfare: Their role and involvement in policy advocacy. Journal of Public Child Wel- fare. Mosley, Jennifer E. In press. Institutionalization, privatization, and political opportunity: What tactical choices reveal about the policy advocacy of human service nonprofits. Nonprofit and Voluntary Sector Quarterly. Mosley, Jennifer E. In press. Organizational theory. In The international encyclopedia of political science, ed. George Thomas Kurian. Washington, DC: Congressional Quar- terly Press The University of Chicago 135

Mosley, Jennifer E. 2010. Organizational resources and environmental incentives: Un- derstanding the policy advocacy involvement of human service nonprofits. Social Service Review 84(1): 57-76. Mosley, Jennifer E., and Joseph Galaskiewicz. 2010. The role of foundations in shaping and responding to social welfare policy change: The case of welfare reform. In American foundations: Roles and contributions, ed. Hemlut K. Anheier and David C. Hammack, 182-204. Washington, D.C.: Brookings Institution Press. Anasti, Theresa, and Jennifer E. Mosley. 2009.“We are not just a Band-Aid”: How homeless service providers in Chicago carry out policy advocacy. Chicago: Univer- sity of Chicago School of Social Service Administration. Mosley, Jennifer E. 2009. The policy advocacy role of human service nonprofits: Incen- tives, involvement, and impact. In Human services as complex organizations, 2nd edition, ed. Yeheskel Hasenfeld, 505-531. Thousand Oaks, CA: Sage Publications. Mosley, Jennifer E. 2008. Contexts and settings: Nonprofit agencies and organizations. In The encyclopedia of social work, 20th edition, ed. Terry Mizrahi and Larry E. Davis. New York: Oxford University Press. Mosley, Jennifer E. 2008. Review of From the ground up: Grassroots organizations making social change, by Carol Chetkovich and Frances Kunreuther. Social Service Review 82(1): 157-60. Mosley, Jennifer E. 2008. Policy advocacy and lobbying in human service organizations. In Handbook of human service management, ed. R. Patti, 457-472. Thousand Oaks, CA: Sage Publications. Mosley, Jennifer E. 2007. Review of Faith, hope, and jobs: Welfare-to-work in Los Angeles, by Steven V. Monsma and J. Christopher Soper. Social Service Review 81(3): 572-75. Mosley, Jennifer E. 2005. The tsunami relief effort. In Global civil society yearbook 2005- 06, ed. Helmut Anheier, Mary Kaldor, and Marlies Glasius. London: Sage Publica- tions, Ltd. Mosley, Jennifer E. 2004. 1. “Lobbying.” 2. “Political action committee.” 3. “Social justice.” 4. “Free rider problem.” 5. “Poor law.” 6. “Outdoor relief.” 7. “Workhouse.” 8. “Vouchers.” 9. “Means-testing.” 10. “Social welfare organization.” 11. “Community based organization.” In A dictionary of civil society, philanthropy, and the third sector, ed. Helmut Anheier. London: Europa Publications. PARKS, VIRGINIA. Associate Professor. B.A., Colorado; M.A., Ph.D., California–Los Angeles. Fields of Special Interest: urban geography; urban labor markets; immigration; racial and gender inequality; residential segregation; community organizing and development; labor. Selected publications: Parks, Virginia. Accepted for publication. Revisiting shibboleths of race and urban economy: Black employment in manufacturing and the public sector compared, Chicago 1950-2000. International Journal of Urban and Regional Research. Parks, Virginia. Accepted for publication. The uneven geography of racial and ethnic wage inequality: Specifying local labor market effects. Annals of the Association of American Geographers. Wright, Richard, Mark Ellis, and Virginia Parks. Accepted for publication. Immigrant niches and the intrametropolitan spatial division of labour. Journal of Ethnic and Migration Studies. Parks, Virginia. 2010. Gendering job competition: Immigration and African American employment in Chicago, 1990-2000. Urban Geography 31(1): 59-89. 136 The School of Social Service Administration

Parks, Virginia, and Dorian Warren. 2009. The politics and practice of economic justice: Community benefits agreements as tactic of the new accountable development movement. Journal of Community Practice 17(1&2): 88-106. Sites, William, Robert Chaskin, and Virginia Parks. 2007. Reframing community practice for the 21st century: Multiple traditions, multiple challenges. Journal of Urban Affairs 29 (5): 519-541. Ellis, Mark, Richard Wright, and Virginia Parks. 2007. Geography and the immigrant division of labor. Economic Geography 83(3): 255-281. Ellis, Mark, Richard Wright, and Virginia Parks. 2006. The immigrant household and spatial assimilation: Partnership, nativity, and neighborhood location. Urban Geog- raphy 27(1): 1-19. Parks, Virginia. 2006. Race, immigration, and the global city: Lessons from Chica- go’s hotel housekeepers. In Chicago’s geographies: Metropolis for the 21st century, ed. Richard P. Greene, Mark J. Bouman, and Dennis Grammenos, 129-142. Washington, D.C.: Association of American Geographers. Parks, Virginia. 2005. The geography of immigrant labor markets: Space, networks, and gender. New York: LFB Scholarly Publishing LLC. Wright, Richard, Mark Ellis, and Virginia Parks. 2005. Re-placing whiteness in spatial assimilation research. City & Community 4(2): 111-135. Ellis, Mark, Richard Wright, and Virginia Parks. 2004. Work together, live apart? Geog- raphies of racial and ethnic segregation at home and at work. Annals of the Associa- tion of American Geographers 94(3): 620-637. Parks, Virginia. 2004. Access to work: The effects of spatial and social accessibility on unemployment for native-born black and immigrant women in Los Angeles. Eco- nomic Geography 80(2): 141-172. Parks, Virginia. 2004. The gendered connection between ethnic residential and labor- market segregation in Los Angeles. Urban Geography 25(7): 589-630. PAYNE, CHARLES M. Frank P. Hixon Distinguished Service Professor. B.A., Syracuse; Ph.D., Northwestern. Fields of Special Interest: urban education and school reform; the civil rights movement; social change; social inequality. Selected publications: Payne, Charles M. 2010. Miss Baker’s grandchildren: An interview with the Baltimore Algebra Project. In Quality education as a constitutional right: Creating a grassroots movement to transform public schools, ed. Theresa Perry, Robert P. Moses, Ernesto Cor- tés, Lisa Delpit and Joan T. Wynne. Boston: Beacon Press. Payne, Charles M., and Timothy Knowles. 2009. Charter schools, urban school reform, and the Obama Administration. Harvard Educational Review. Payne, Charles M. 2008. So much reform, so little change. Cambridge: Harvard Education Publishing Group. Payne, Charles M., and Carol Sills Strickland, eds. 2008. Teach freedom: The African American tradition of education for liberation. New York: Teachers College Press. Payne, Charles M. 2006. Still crazy after all these years: Race in Chicago schools. Chi- cago Consortium on School Research, Occasional Papers Series. Payne, Charles M. 2004. The whole United States is southern!: Brown v. Board and the mystification of race. Journal of American History 91: 83-91. The University of Chicago 137

Payne, Charles M. 2003. “I don’t want your nasty pot of gold”: The Comer School development process and the development of leadership in urban schools. In Leader- ship for school reform: Lessons from comprehensive school reform designs, ed. Amanda Datnow and Joseph Murphy. Thousand Oaks, CA: Corwin Press. Payne, Charles M. 2003. More than a symbol of freedom: Education for liberation and democracy. Phi Delta Kappan September: 22-29. Payne, Charles M., and Adam Green, eds. 2003. Time longer than rope: A century of Afri- can American activism, 1850-1950. New York: New York University Press. POLLACK, HAROLD A. Helen Ross Professor. B.S.E., Princeton; M.P.P., Ph.D., Harvard. Fields of Special Interest: HIV and hepatitis prevention efforts for injection drug users; drug abuse and dependence among welfare recipients and pregnant women; infant mortality prevention; child health. Selected publications: Alexander, Jeffrey A., Rebecca Wells, Lan Jiang, and Harold A. Pollack. In press. Or- ganizational determinants of boundary spanning activity in outpatient substance abuse treatment programs. Journal of Health Services Management Research. Basu, Anirban, A. David Paltiel, and Harold A. Pollack. In press. Social costs of robbery and the cost effectiveness of substance abuse treatment. Health Economics. Danziger, Sheldon, Matthew M. Davis, Sean Orzol, and Harold A. Pollack. In press. Loss of health insurance coverage and access to care among welfare leavers. In- quiry. Pollack, Harold A. In press. Choose your poison: Moral, prudential, and political arguments about harm reduction. Contemporary Drug Problems. Pollack, Harold A. and Thomas D’Aunno. In press. Dosage patterns in methadone treatment: Results from a national survey, 1988-2005. Health Services Research. Alexander, Jeffrey A., Tammie A. Nahra, Christy Harris Lemak, Harold A. Pollack, and Cynthia I. Campbell. 2008. Tailored treatment in the outpatient substance abuse treatment sector: 1995-2005. Journal of Substance Abuse Treatment 34(3): 282-92. Pollack, Harold A. 2008. Evidence of things unseen: Causality and confounding in path models of youth substance use. Addiction 103(2): 320-1. Schoeni, Robert F., James S. House, George A. Kaplan, and Harold A. Pollack, eds. 2008. Making Americans healthier: Social and economic policy as health policy. New York: Russell Sage Foundation. Alexander, Jeffrey A., Harold A. Pollack, Tammie A. Nahra, Rebecca Wells, and Christy Harris Lemak. 2007. Case management and client access to health and social services in outpatient substance abuse treatment. Journal of Behavioral Health Research 34(3): 221-36. Chien, Alyna T., Rena M. Conti, and Harold A. Pollack. 2007. A pediatric-focused review of the performance incentive literature. Current Opinion in Pediatrics 19(6): 719-725. Lantz, Paula M., Richard Lichtenstein, and Harold A. Pollack. 2007. Health policy approaches to population health: The limits of ‘medicalization.’ Health Affairs 26(5): 1253-1257. Pollack, Harold A. 2007. Introduction. Women’s Health Issues 17(4): 176-9. Pollack, Veronica P., and Harold A. Pollack. 2006. Bringing Vincent home. Health Affairs 25(1): 231-236. Metsch, Lisa R., and Harold A. Pollack. 2005. Welfare reform and substance abuse. Milbank Quarterly 83(1): 65-99. 138 The School of Social Service Administration

Pollack, Harold A., Kevin J. Dombkowski, Janet B. Zimmerman, Matthew M. Davis, Cowan, Anne E., John R. Wheeler, A. Craig Hillemeier, and Gary L. Freed. 2004. Emergency department use among Michigan children with special health care needs. Health Services Research 39(3): 665-92. Soliman, Soheil, Harold A. Pollack, and Kenneth E. Warner. 2004. Decrease in the prevalence of environmental tobacco smoke exposure in the home during the 1990s in families with children. American Journal of Public Health 94(2): 314-20. Pollack, Harold A., and Peter D. Jacobson. 2003. The political economy of youth smoking regulation. Addiction 98(S1): 123-38. Strauss, Richard S., and Harold A. Pollack. 2003. Social marginalization of overweight adolescents. Archives of Pediatric and Adolescent Medicine 157(8): 746-752. D’Aunno, Thomas, and Harold A. Pollack. 2002. Changes in methadone treatment practices: Results from a national panel study, 1988-2000. Journal of American Medi- cal Association 288(7): 850-856. Pollack, Harold A., Sheldon Danziger, Rukmalie Jayakody, and Kristin Seefeldt. 2002. Drug testing welfare recipients-false positives, false negatives, unanticipated opportunities. Women’s Health Issues 12(1): 23-31. Pollack, Harold A., Sheldon Danziger, Rukmalie Jayakody, and Kristin Seefeldt. 2002. Substance use among welfare recipients: Trends and policy responses. Social Service Review 76(2): 256-274. Pollack, Harold A., and John G. Frohna. 2002. Infant sleep placement following the Back to Sleep Campaign. Pediatrics 109(4): 608-614. Pollack, Harold A., Kaveh Khoshnood, Kim M. Blankenship, and Frederick L. Altice. 2002. The impact of needle exchange-based health services on emergency department use. Journal of General Internal Medicine 17(5): 341-348. RODERICK, MELISSA. Hermon Dunlap Smith Professor. A.B., Bowdoin; M.A., Ph.D., Harvard. Fields of Special Interest: education policy; urban high schools; adolescence; youth policy; human resources policy; empirical analysis. Selected publications: Roderick, Melissa, and Ginger Stoker. Forthcoming. Bringing rigor to the study of rigor: Evaluating the efficacy of Advanced Placement as a strategy for increasing college preparation in urban schools. In Schooling effects on children: Theory, methods & applications, ed. Judith L. Meece and Jacquelynne Eccles. Place: publisher, forthcoming. Coca, Vanessa, Jenny Nagaoka, Thomas Kelley-Kemple, and Melissa Roderick. 2009. Senior year course-taking in Chicago: Gearing up for college or coasting to graduation? Paper presented at the American Education Research Association annual conference, Apirl, in San Diego, CA. Moeller, Eliza, Karen Roddie, and Melissa Roderick. 2009. Student voices: A Qualita- tive exploration of students’ senior year coursework. Paper presented at the Ameri- can Education Research Association annual conference, April, in San Diego, CA. Nagaoka, Jenny, Melissa Roderick, and Vanessa Coca. 2009. Barriers to college attainment, lessons for Chicago. Center for American Progress DC: Associated Press. Roderick, Melissa, Vanessa Coca, and Jenny Nagaoka. 2009. Potholes on the road to college: High school effects in shaping urban students’ participation in college application, search and enrollment. Paper presented at the American Education Re- search Association annual conference, April 2009, in San Diego, CA. The University of Chicago 139

Roderick, Melissa, John Q. Easton, and Penny Bender Sebring. 2009. The Consortium on Chicago School Research: A new model for the role of research in supporting urban school reform. Chicago, IL: Consortium on Chicago School Research at the University of Chicago. Roderick, Melissa, Jenny Nagaoka, and Vanessa Coca. 2009. College readiness for all: The challenge for urban high schools. Future of Children: America’s High Schools 19(1): 185-210. Roderick, Melissa, Jenny Nagaoka, Vanessa Coca, and Eliza Moeller. 2009. From high school to the future, making hard work pay off: The challenges of students in CPS’s academically advanced programs. Chicago, IL: Consortium on Chicago School Re- search at the University of Chicago. Roderick, Melissa, and Jenny Nagaoka. 2008. Developing a strategy to increase college enrollment and graduation among Chicago Public School graduates. In Succeeding in college: What it means and how to make it happen, ed. Michael McPherson and Morton Owen Shapiro. New York, NY: College Board. Roderick, Melissa, Jenny Nagaoka, Vanessa Coca, and Eliza Moeller. 2008. From high school to the future: Potholes on the road to college. Chicago: Consortium on Chicago School Research. Nagaoka, Jenny, Andy Brake, Jonah Deutsch, and Melissa Roderick. 2007. Bringing AVID to Chicago’s public high schools: Ninth-grade outcomes in a large, urban school district. Paper presented at the American Educational Research Association annual conference, April, in Chicago, IL. Roderick, Melissa, and John Q. Easton. 2007. Developing new roles for research in new policy environments: The Consortium on Chicago School Research. Paper presented at the inaugural conference of the Social Science Research Council, Research Partnership for New York City Schools, October, in New York City, NY. Roderick, Melissa, and Ginger Stoker. 2007. Bringing rigor to the study of rigor: Evalu- ating the impact of expanding AP participation in Chicago on college enrollment. Paper presented at the American Educational Research Association annual conference, April, in Chicago, IL. Roderick, Melissa. 2006. Aligning dropout prevention approaches with efforts to raise achievement and improve high school performance: Evidence from the Chicago Public Schools. Paper presented at the Aspen Institute Congressional Reform Pro- gram, the Challenge of High School Reform, February 21-26, in Montego Bay, Ja- maica. Roderick, Melissa. 2006. Closing the aspirations-achievement gap implications for high school reform: A commentary from Chicago. New York: MDRC. Roderick, Melissa, Jenny Nagaoka, and Elaine Allensworth. 2006. From high school to the future: An analysis of the college attendance patterns, college qualifications, and college graduation rates of Chicago Public School graduates. Chicago: Consortium on Chicago School Research. Roderick, Melissa. 2005. Lessons for No Child Left Behind: What we have learned from ending social promotion in Chicago. Paper presented at Accountability, equity and democracy in the public schools: The No Child Left Behind Act and the federal role in education, Department of Educational Policy Studies, February 2-4, at the University of Wisconsin-Madison, Madison, WI. 140 The School of Social Service Administration

Roderick, Melissa, and Jenny Nagaoka. 2005. Retention under Chicago’s high stakes testing program: Helpful, harmful, or harmless? Educational Evaluation and Policy Analysis 27(1): 309-340. Roderick, Melissa, Jenny Nagaoka, and Elaine Allensworth. 2005. Is the glass half full or mostly empty? Ending social promotion in Chicago. In Uses and misuses of data for educational accountability and improvement: The 104th Yearbook for the National So- ciety for the Study of Education (NSSE), ed. Edward H. Haertel and Joan L. Herman, 223- 259. Malden, MA: Wiley-Blackwell. Smith, B.A., Sophie C. Degener, and Melissa Roderick. 2005. Extended learning time and accountability: Assessing outcomes and options for elementary and middle grades. Education Administration Quarterly 41: 195-236. Stone, Susan, Mimi Engel, Jenny Nagaoka, and Melissa Roderick. 2005. Getting it the second time around: Student classroom experience in Chicago’s Summer Bridge Program. Teachers College Record 107(5): 935-957. Courtney, Mark E., Melissa Roderick, Cheryl Smithgall, Robert Matthew Gladden, and Jenny Nagaoka. 2004. The educational status of foster children. Chicago: Chapin Hall Center for Children Issue Brief 102. Jacob, Robin Tepper, Susan Stone, and Melissa Roderick. 2004. Ending social promotion in Chicago: The response of teachers, students, and parents. Chicago: Consortium on Chicago School Research. Nagaoka, Jenny, and Melissa Roderick. 2004. Ending social promotion in Chicago: The academic progress of retained students. Chicago: Consortium on Chicago School Re- search. Roderick, Melissa, Elaine Allensworth, and Jenny Nagaoka. 2004. How do we get large urban high schools to care about dropout rates and will No Child Left Behind help or hurt? Paper presented at Developmental, economic and policy perspectives on the federal No Child Left Behind act conference, Center for Human Potential and Public Policy, Harris School of Public Policy, May 6, at the University of Chicago, Chicago, IL. Roderick, Melissa, Brian A. Jacob, and Anthony S. Bryk. 2004. Summer in the city: Achievement gains in Chicago’s Summer Bridge Program. In Summer learning: Re- search, policies and programs, ed. Geoffrey D. Borman and Matthew Boulay, 73-102. Mahway, NJ: Lawrence Erlbaum Associates. Roderick, Melissa. 2003.What’s happening to the boys? Early high school experiences and school outcomes among African American male adolescents in Chicago. Urban Education 38(5): 538-607. Roderick, Melissa, Mimi Engel, Jenny Nagaoka, and Brian A. Jacob. 2003. Ending social promotion in Chicago: Results from Summer Bridge. Chicago: Consortium on Chicago School. Research. Roderick, Melissa, Brian A. Jacob, and Anthony S. Bryk. 2003. High stakes testing in Chicago: Effects on achievement in promotional gate grades. Educational Evaluation and Policy Analysis 24: 333-358. Roderick, Melissa. 2001. Educational trends and issues in the region, the state and the nation. In Education policy for the 21st century: Challenges and opportunities in standards-based reform, ed. Lawrence B. Joseph. Chicago, IL: University of Illinois Press. Roderick, Melissa, and Engel, Mimi. 2001. The grasshopper and the ant: Motivational responses of low achieving students to high stakes testing. Educational Evaluation and Policy Analysis 3(23): 197-227. The University of Chicago 141

Roderick, Melissa, Jenny Nagaoka, Miriam Engel, and Brian Jacob. 2001. Helping students meet the demands of high stakes testing: Is there a role for summer school? Paper presented at the American Educational Research Asociation’s annual conference, April, in Seattle, WA. Easton, John Q., Todd Rosenkranz, Anthony S. Bryk, Brian Jacob, Stuart Luppescu, and Melissa Roderick. 2000. Annual CPS test trend review. Research data brief, Aca- demic Productivity Series. Chicago, IL: Consortium on Chicago School Research. Roderick, Melissa. 2000. Education and Hispanic Americans: The road ahead. In His- panics in the United States: An agenda for the twenty-first century, ed. Pastora Cafferty and David Engstrom. New Jersey, Transactions Press Roderick, Melissa, Brian Jacob, and Anthony S. Bryk. 2000. Evaluating Chicago’s efforts to end social promotion: Developing research designs and methodologies that take into account multiple levels of decision making and school and teacher effects. In The empirical study of governance: Theory, models and methods, ed. Lawrence Lynn et al. Roderick, Melissa, Jenny Nagaoka, Jennifer Bacon, and John Q. Easton. 2000. Update ending social promotion in Chicago: Passing, retention, and achievement trends among promoted and retained students. Chicago, IL: Consortium on Chicago School Re- search. Roderick, Melissa, Anthony S. Bryk, Brian Jacob, John Q. Easton, and Elaine Allens- worth. 1999. Ending social promotion in Chicago: Results from the first two years. Chi- cago, IL: Consortium on Chicago School Research. Roderick, Melissa and Eric Camburn. 1999. Risk and recovery from course failure in the early years of high school. American Educational Research Journal 36(2): 303-344. Easton, John Q, Brian Jacob, Stuart Luppescu, and Melissa Roderick. 1998. Adjusting citywide ITBS scores for student retention in grades three, six, and eight: Research data brief. Chicago, IL: Consortium on Chicago School Research. Roderick, Melissa, James Chiong, and Kneia DaCosta. 1998. The student life in high schools project: First follow up report, 11th grade outcomes. The Student Life in High Schools Project, The School of Social Service Administration: The University of Chi- cago. Roderick, Melissa, and Susan Stone. 1998. Changing standards, changing relationships: Building family-school relationships to promote achievement in high schools. Chicago, IL: Consortium on Chicago School Research. Roderick, Melissa. 1997 review of Creating the dropout: An institutional and social history of school failure, by Sherman Dorn. Journal of Policy Analysis and Management 16(1): 188-192. Roderick, Melissa and Michael Arney. July 1997. Habits hard to break: A new look at tru- ancy in Chicago high schools. Chicago, IL: Consortium on Chicago School Research. Roderick, Melissa and Eric Camburn. 1996. Academic difficulty during the high school transition. In Charting reform in Chicago: The students speak, by Penny Bender Sebring, Anthony S. Bryk, Melissa Roderick, and Eric Camburn. Chicago, IL, Consortium on Chicago School Research. Roderick, Melissa. 1995. Grade retention and school dropout: Investigating the association. American Educational Research Journal 31(4): 729-759. Roderick, Melissa 1995. Grade retention and school dropout: The policy debate and research questions. In Phi Delta Kappa research bulletin, 15. Bloomington, Indiana: Phi Delta Kappa Center for Education, Development, and Research. 142 The School of Social Service Administration

Roderick, Melissa. 1995. School Transitions and School Dropout. In Advances in educational policy, ed. Kenneth Wong, 135-185. CT: JAI Press. Roderick, Melissa and Douglas Novotny. 1994. “Nothing I expected it to be”: A summary report of focus groups and students essays on the transition to high school. Chicago, IL: The School of Social Service Administration, The University of Chicago. Roderick, Melissa. 1993. The path to dropping out: Evidence for intervention. Westport, CT: Auburn House, Greenwood Publishing Group. Roderick, Melissa. 1991. The path to dropping out among public school youth: Middle school and early high school experiences. Dissertation Series # D-91-2. Cambridge, MA. Malcolm Weiner Center for Social Policy, John F. Kennedy School of Govern- ment, Harvard University. Folbre, Nancy R., Julia L. Leighton, and Melissa Roderick. 1986. Legislation in Maine. In Deindustrialization and plant closure, ed. Paul D. Staudohar and Holly E. Brown. Lexington, MA: D.C. Heath and Co. RZEPNICKI, TINA L. David and Mary Winton Green Professor. A.B., DePauw; A.M., Ph.D., Chicago. Fields of Special Interest: child welfare services; case decision making; taskcentered and behavioral practice; practice research. Selected publications: Rzepnicki, Tina L., Penny R. Johnson, Denise Kane, L. Coconato, D. Moncher, B. Shul- man. Forthcoming. Using data to improve child protection decisions and intervention. In Evidence-based practice: An integrative approach to social work, ed. Tina L. Rzepnicki, Stanley G. McCracken, and Harold E. Briggs, H.E. Chicago: Lyceum Press. Rzepnicki, Tina L., Stanley G. McCracken, and Harold E. Briggs, eds. Forthcoming. Ev- idence-based practice: An integrative approach to social work. Chicago: Lyceum Press. McCracken, Stanley G., and Tina L. Rzepnicki. 2010. The role of theory in conducting evidence based clinical practice. In Reshaping theory in contemporary social work: Toward a critical pluralism in clinical practice, play and place of theory in social work practice, ed. William Borden. New York: Columbia University Press. Rzepnicki, Tina L., Penny R. Johnson, P., Denise Kane, D. Moncher, L. Coconato, B. Shulman. 2010. Transforming child protection agencies into high reliability organizations: A conceptual framework. Protecting Children 25(1): 48-62. Rzepnicki, Tina L., Penny R. Johnson, A. Curry, Erick Guerrero, Hmong Nguyen, and John P. Smagner. 2007. Child Endangerment Risk Assessment Protocol (CERAP) report. In Office of the Inspector General, Illinois Department of Children and Family Services, report to the Governor and the General Assembly. January. Rzepnicki, Tina L. and Penny R. Johnson. 2005. Examining decision errors in child protection cases: A new application of root cause analysis. Children and Youth Services Review 27: 393-407. Briggs, Harold E., and Tina L. Rzepnicki, eds. 2004. Using evidence for social work practice: Behavioral perspectives. Chicago: Lyceum Books. Rzepnicki, Tina L. 2004. Informed consent and practice evaluation: Making the decision to participate meaningful. In Using evidence for social work practice: Behavioral perspectives, ed. Harold E. Briggs and Tina L. Rzepnicki. Chicago: Lyceum Books. Rzepnicki, Tina L. and Harold E. Briggs. 2004. Panning for gold: Using evidence in your practice. In Using evidence for social work practice: Behavioral perspectives, ed. Harold E. Briggs and Tina L. Rzepnicki. Chicago: Lyceum Books. The University of Chicago 143

Rzepnicki, Tina L. 2003. Informed consent and practice evaluation: Making the decision to participate meaningful. In Bridging the gap between research and practice: A festschrift honoring Elsie M. Pinkston, volume 1, 169-197. Chicago: The School of Social Service Administration, The University of Chicago. Schuerman, John R., Tina L. Rzepnicki, and Julia H. Littell. 1994. Putting families first: An experiment in family preservation. New York: Aldine de Gruyter. Stein, Theodore J., and Tina L. Rzepnicki. 1988. Jido fukushi inteku : Ishi kettei no tame no jissen handobukku. Kyoto : Mineruva Shobo. (Japanese) Stein, Theodore J., and Tina L. Rzepnicki, T.L. 1984. Decision making in child welfare services: Intake and planning. Boston: Kluwer-Nijhoff Publishing. Stein, Theodore J., and Tina L. Rzepnicki. 1983. Decision making at child welfare intake: A handbook for practitioners. New York: Child Welfare League of America. Pinkston, Elise M., John L. Levitt, Glenn T. Green, Nick L. Linsk, and Tina L. Rzepnicki. 1982. Effective social work practice: Advanced techniques for behavioral intervention with individuals, families, and institutional staff. San Francisco: Jossey-Bass, Inc. SAMUELS, GINA M. Associate Professor. B.S., Wisconsin–Oshkosh; M.S.S.W., Ph.D., Wisconsin–Madison. Fields of Special Interest: use of interpretive research methods to inform child welfare practice, multiracial and multiethnic identity, transracial adoption, kinship and identity formation among foster youth. Selected publications: Pryce, Julia M., and Gina M. Samuels. In press. Renewal and risk: The dual experience of motherhood and aging out of the child welfare system. Journal of Adolescent Research. Samuels, Gina M. In press. Ambiguous loss of home: The experience of familial (im) permanence among young adults with foster care backgrounds. Children & Youth Services Review. Samuels, Gina M. In press. Building kinship and community: Relational processes of bicultural identity among adult multiracial adoptees. Family Process. Samuels, Gina M. In press. Using the extended case method to explore identity in a multiracial context. Ethnic and Racial Studies. Samuels, Gina M. 2009. Being raised by white people: Navigating racial difference among adopted multiracial adults. Journal of Marriage and Family 71(1): 80-94. Samuels, Gina M. 2008. A Reason, a season, or a lifetime: Relational permanence among young adults with foster care backgrounds. University of Chicago, IL: Chapin Hall. Samuels, Gina M. and Julia M. Pryce. 2008. What doesn’t kill you makes you stronger: Survivalist self-reliance as resilience and risk among young adults aging out of foster care. Children & Youth Services Review 30(10): 1198-1210. Samuels, Gina M. 2007. Adoption. In World book online reference center. World Book, Inc. 21. http://www/worldbookonline.com/wb/Article?id=ar005100 Samuels, Gina M., and Fariyal Ross-Sheriff. 2007. Identity, oppression, and power: Feminism and intersectionality theory. Affilia: Journal of Women and Social Work 23: 5-9. Samuels, Gina M. 2006. Beyond the rainbow: Multiraciality in the 21st century. In Our diverse society: Race and ethnicity – Implications for 21st-century American society, ed. David Wells Engstrom and Lissette M. Piedra. Washington, DC: NASW Press. 144 The School of Social Service Administration

Courtney, Mark E., Ada Skyles, Gina E. Miranda, Andrew Zinn, Eboni Howard, and Robert M. Goerge. 2005. Youth who run away from out-of-home care. University of Chicago. Chicago, IL: Chapin Hall Center for Children. Courtney, Mark E., Ada Skyles, Gina E. Miranda, Andrew Zinn, Eboni Howard, and Robert M. Goerge. 2005. Youth who run away from substitute care. Issue Brief #103. University of Chicago, IL: Chapin Hall Center for Children. Miranda, Gina E. 2004. Reading between the lines: Black-white heritage and transracial adoption. African American Research Perspectives 10(1): 174-187. Miranda, Gina E. 2003. Domestic transracial adoption and multiraciality. In Multiracial child resource book: Living complex identities, ed. Maria P. P. Root and Matt Kelley, 108- 115. Seattle, WA: MAVIN Foundation. Coleman, Hardin L.K., Romana A. Norton, Gina E. Miranda, and Laurie McCubbin. 2003. An ecological perspective on cultural identity development. In Handbook of multicultural competencies in counseling and psychology, ed. Donald Pope-Davis, Har- din L.K. Coleman, William Ming Liu, and Rebecca L. Toporek, 38-58. Thousand Oaks, CA: Sage. SITES, WILLIAM. Associate Professor. B.A., Oberlin; Ph.D., CUNY. Fields of Special Interest: urban policy and politics; community organization; political processes; social movements; social theory. Selected publications: Sites, William. 2010. Progressive city. In Encyclopedia of urban studies, ed. Ray Hutchi- son. Thousand Oaks, CA: Sage. Sites, William, Robert J. Chaskin, and Virginia Parks. 2007. Reframing community practice for the 21st century: Multiple traditions, multiple challenges. Journal of Urban Affairs 29(5): 519-541. Sites, William. 2007. Beyond trenches and grassroots? Reflections on urban mobilization, fragmentation, and the anti-Wal-Mart campaign in Chicago. Environment and Planning A39: 2632-2651. Sites, William. 2007. Contesting the neoliberal city? Theories of neo-iberalism and urban strategies of contention. In Contesting neoliberalism: The urban frontier, ed. Helga Leitner, Jamie Peck, and Eric Sheppard. New York: The Guilford Press. Sites, William. 2004. Progressive regionalism: A ‘deliberative’ movement? Antipode 36(4): 766-778. Sites, William. 2003. Global city, American city: Theories of globalization and approaches to urban history. Journal of Urban History 29(3): 333-346. Sites, William. 2003. Remaking New York: Primitive globalization and the politics of urban community. Minneapolis: University of Minnesota Press. SOSIN, MICHAEL R. Emily Klein Gidwitz Professor and Editor of Social Service Review. A.B., Chicago; M.S.W., A.M., Ph.D., Michigan. Fields of Special Interest: social welfare institutions and agencies; social policy; social administration; urban poverty; and homelessness; substance abuse services. Selected publications: Sosin, Michael R., Steven Rathgeb Smith, Timothy Hilton, and Lucy P. Jordan. 2010. Temporary crises and priority changes: The case of state substance abuse systems. Journal of Public Administration Research and Theory 20(3): 539-575. Sosin, Michael R. 2009. Discretion in human service organizations: Traditional and institutional perspectives. In Human service organizations as complex organizations, 2nd edition, ed. Yeheskel Hasenfeld. New York: Sage. Mizrahi, Terry, and Larry E. Davis, eds., Michael R. Sosin, area ed. 2008. Encyclopedia of social work, 20th edition. Washington, DC: NASW Press. The University of Chicago 145

Sosin, Michael R., and Elizabeth Durkin. 2007. Perceptions about services and dropout from a substance abuse case management program. Journal of Community Psychol- ogy 35(5): 583-602. Sosin, Michael R., and Steven Rathgeb Smith. 2006. New responsibilities of faith-related agencies. Policy Studies Journal 34(4): 533-562. Sosin, Michael R. 2005. The administrative control system of substance abuse managed care. Health Services Research 40(1): 157-176. Sosin, Michael R. 2003. Explaining homelessness in the U.S. by stratification or situation. Journal of Community and Applied Social Psychology 13(2): 91-104. Sosin, Michael R., and Susan Grossman. 2003. The individual and beyond: A socio-rational choice model of service participation among homeless adults with substance abuse problems. Substance Use and Misuse 38(3-6): 503. Sosin, Michael R. 2002. Negotiating case decisions in substance abuse managed care. The Journal of Health and Social Behavior 43(3): 277-295. Sosin, Michael R. 2002. The new emergency aid: A policy proposal. Poverty Research News: 6(1). Sosin, Michael R. 2002. Outcomes and sample selection: The case of a homelessness and substance abuse intervention. British Journal of Mathematical and Statistical Psy- chology 55(1): 63-91. TEIGISER, KAREN S. Senior Lecturer and Deputy Dean for the Curriculum. S.B., Allegheny College; A.M., Chicago. Fields of Special Interest: clinical work with children; curriculum design and evaluation. Selected publications: McCracken, Stanley G., Lorna Elam Jackson, Julie Keck, and Karen Teigiser. In press. Demonstration of substance abuse intervention with older adults: DVD, trainer’s guide, student workbook. CSWE Gero-Ed Center. Spira, Marcia, and Karen Teigiser. 2009. Integrative seminar in a geriatric consortium. British Journal of Social Work. Teigiser, Karen. 2008. New approaches to generalist field education. Journal of Social Work Education. VOISIN, DEXTER R. Associate Professor. B.A., St. Andrews College; M.S.W., Michigan; Ph.D., Columbia. Fields of Special Interest: exposure to sexual, family, and community violence; HIV/AIDS; substance abuse; international HIV prevention; social work practice. Selected publications: Bird, Jason Daniel Patrick, and Dexter R. Voisin. In press. A conceptual model of HIV self disclosure in casual sex encounters among African American men who have sex with men. Health Psychology. Voisin, Dexter R., Torsten B. Neilands, and S. Hunnicutt. In press. Do psychological problem behaviors mediate the relationship between violence exposures and school performance among African American adolescents? Does gender matter? American Journal of Orthopsychiatry. Voisin, Dexter R., Jason Daniel Patrick Bird, Melissa Hardesty, and Cheng Shi Shiu. In press. African American youth living and coping with exposure to community violence on Chicago’s Southside. Journal of Interpersonal Violence. Voisin, Dexter R. 2010. Improving service delivery to HIV-infected populations. Journal of HIV/AIDS and Social Services 9(6): 4-6. 146 The School of Social Service Administration

Voisin, Dexter R., and Torsten B. Neilands. 2010. Academic achievement, peer influences, and sexual behaviors among high school African-American adolescent boys. In Social work and social welfare responses to African American males: What have we seen with our own eyes, ed. Waldo E. Johnson Jr., 101-114. Oxford University Press. Voisin, Dexter R., and Torsten B. Neilands. 2010. Community violence and health risk factors among adolescents on Chicago’s Southside: Does gender matter? Journal of Adolescent Health 46: 600-602 . Voisin, Dexter R., and Torsten B. Neilands. 2010. Low school engagement and sexual behaviors among African American youth: Examining the influences of gender, peer norms, and gang involvement. Children and Youth Services Review 32(1): 51-57. Corbin, Dennis E., Dexter R. Voisin, and Cudore L. Snell. 2009. Examining relationship between spirituality and HIV-related risk factors among young Black college students. Journal of HIV/AIDS and Social Services 8: 238-250. Voisin, Dexter R., and Jason Daniel Patrick Bird. 2009. What African American adolescent males are telling us about HIV infection among their peers: Cultural implications for HIV/STD prevention. Social Work 54(3): 201-209. Voisin, Dexter, and Vincent Guilamo-Ramos. 2008. A commentary on community violence exposure and HIV risk behaviors among African American adolescents. Afri- can American Research Perspectives 12(1): 83-100. Voisin, Dexter R., Torsten B. Neilands, Laura F. Salazar, Ralph J. DiClemente, Richard A. Crosby, and William Yarber. 2008. Pathways to drug and sexual risk behaviors among detained adolescents. Social Work Research 11: 147-157. Baptiste, Donna R., Dexter R. Voisin, Cheryl Smithgall, Dona Da Costa Martinez, and Gabrielle Henderson. 2007. Preventing HIV/AIDS among Trinidad and Tobago teens using a family-based program: Preliminary outcomes. In Collaborative partnerships and empirical findings: The foundation for youth HIV prevention, ed. Mary M. McKay, Donna R. Baptiste, Robert L. Paikoff, and Carl C. Bell. Community. New York: Haworth Press. Voisin, Dexter R. 2007. The effects of family and community violence exposure among youth: Recommendations for practice and policy. Journal of Social Work Education 41(1): 51-66. Voisin, Dexter R., Ralph J. DiClemente, Laura F. Salazar, Richard A. Crosby, William Yarber, and Michelle Staples-Horne. 2007. Community violence exposure and health-risk outcomes among detained adolescents. American Journal of Orthopsy- chiatry 74: 506-513. Voisin, Dexter R., Laura F. Salazar, Richard A. Crosby, Ralph J. DiClemente, and Wil- liam Yarber. 2007. Understanding motivations for having sex among detained youth: Implications for HIV prevention programs. Journal of HIV/AIDS and Social Services 6(3): 29-41. Baptiste, Donna R., Inge Petersen, Arvin Bhana, Mary McKay, Dexter R. Voisin, Carl C. Bell, and Dona Da Costa Martinez. 2006. Community collaborative youth-focused HIV/AIDS prevention in two countries: Preliminary findings.Journal of Pediatric Psy- chology 31(2): 1-12. Baptiste, Donna R., Dexter R. Voisin, Cheryl Smithgall, Dona Da Costa Martinez, and Gabrielle Henderson. 2006. Preventing HIV/AIDS among Trinidad and Tobago teens using a family-based program: Preliminary outcomes. Social Work in Mental Health 5(3/4): 327-348. The University of Chicago 147

Crosby, Richard A., Dexter R. Voisin, Laura F. Salazar, Ralph J. DiClemente, William Yarber, and Angela M. Caliendo. 2006. Family influences and biologically confirmed sexually transmitted infections among detained adolescents. American Journal of Or- thopsychiatry 76(3): 389-394. Voisin, Dexter R., Donna R. Baptiste, Dona Da Costa Martinez, and Gabrielle Hender- son. 2006. Exporting a U.S. HIV/AIDS prevention program to a Caribbean island- nation: Lessons from the field. International Social Work 49(1): 75-86 Voisin, Dexter R., Laura F. Salazar, Richard A. Crosby, Ralph J. DiClemente, and Wil- liam Yarber. 2006. Ecological factors associated with STD-risk behaviors among detained adolescent females. Social Work 51(1): 71-78. Voisin, Dexter R., Laura F. Salazar, Richard A. Crosby, Ralph J. DiClemente, William Yarber, and Michelle Staples-Horne. 2006. HIV testing among detained youth. Jour- nal of HIV/AIDS Prevention in Children and Youth 6(2): 83-96. Voisin, Dexter R. 2005. The relationship between violence exposure and HIV sexual risk behaviors: Does gender matter? American Journal of Orthopsychiatry 75(4): 497- 506. Voisin, Dexter R., Laura F. Salazar, Richard A. Crosby, Ralph J. DiClemente, William Yarber, and Michelle Staples-Horne. 2005. Teacher connectedness and health-related outcomes among detained adolescents. Journal of Adolescent Health 37(4): 337. e17-337.e23. Voisin, Dexter R., Laura F. Salazar, Richard A. Crosby, Ralph J. DiClemente, William Yarber, and Michelle Staples-Horne. 2004. The association between gang involvement and sexual behaviors among detained adolescent males. Sexually Transmitted Infections 80: 440–442. Voisin, Dexter R. 2003. Victims of community violence and HIV sexual risk behaviors among African American adolescent males. Journal of HIV/AIDS Prevention & Educa- tion for Adolescents & Children 5(3/4): 87–110. Anderson, Tanya R., Alonzo DeCarlo, Dexter R. Voisin, and Carl C. Bell. 2003. Trauma and violence in childhood: A U.S. perspective. Psychiatric Times 20(10): 17–20. Voisin, Dexter R. 2002. Family ecology and HIV sexual risk behaviors among African American and Puerto Rican adolescent males. American Journal of Orthopsychiatry 72(2): 294–302. Voisin, Dexter R., and Maria Dillon-Remy. 2002. Psychocultural factors associated with HIV infection among Trinidad and Tobago adolescents. In HIV/AIDS and children in the English speaking Caribbean, ed. Barbara A. Dicks, 65–82. New York: Haworth Press. El-Bassel, Nabila, Jorge Fontdevila, Louisa Gilbert, Dexter R. Voisin, Beverly L. Rich- man, and Pamela Pitchell. 2001. HIV risks of men in methadone maintenance treatment programs who abuse their intimate partners: A forgotten issue. Journal of Sub- stance Abuse 13: 29–43. Voisin, Dexter R., and Maria Dillon-Remy. 2001. Psychocultural factors associated with HIV infection among Trinidad and Tobago adolescents. Journal of HIV/AIDS Preven- tion & Education for Adolescents & Children 4(2/3): 65–82.

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Associates

Ad j u n c t In s t r u c t i o n a l St a f f 2010-11 Lynn Anderson Sarah Lickfelt Aaron Banman Sybil Madison-Boyd Donna Baptiste Lisa Maggiore Mary Jo Barrett Kitty Mann Steven Batten Noriko Martinez Ann Bergart Alexandra Jane McCourt Victor Bernstein Susan McCracken Laura Botwinick Steve McMillin Andrew Brake Jason McVicker Rebecca Brashler Joan Palmer Steve Brown Mary Pappas Mary Bunn Shipra Parikh Evette Cardona Desmond Patton Don Catherall Amy Proger Paja Charles Deborah Puntenney Sarah Clarke Janice Pyrce Adrian Delgado Ann Raney Tim Devitt Scott Harms Rose Sharon Dornberg-Lee Amy Rynell Debra Hass George Savarese Jeremiah Hawkins Dave Simpson E. Paul Holmes Cheryl Smithgall John Holton Helene Snyder Sandi Johnson Allyse Sturdivant Bruce Koff Kelli Underwood Shaun Lane Rick Volden Jeff Levy Rebecca Vonderlack-Navarro Co r e Field Consultants 2010-2011 Stefanie (Adess) Bell Karen Mertig Jennifer Hall Don Pinkston Gloria Cockerill Kim VanderGriend Laura Orogun

Clinical Field Consultants 2010-2011

Maggie Gibbs Leslie Banghart Cynthianna Hahn Muriel Patay Courtney Peterson Susan Zeigler The University of Chicago 149

So c i a l Administration Field Consultants

Teresa Cortas Anne VanderWheele Natalie Tilighman Laura Zumdahl

Extended Ev e n i n g Program (EEP) Clinical – Jessica Pawlowski Social Administration – Natalie Tilighman Core Extended Evening Program - TBD

Field Agencies a n d Field Instructors 2010-2011 This list is not exhaustive. Additional placements may be added.

ABJ Community Services Inc. Access Community Health Clinic-Grand Boulevard Family Health Center Access Community Health Network Access Community Health Network-SWAN Doula and Healthy Start Program Adoptions Unlimited, Inc. Adventist Hinsdale Hospital In-Patient Psychiatry Advocate Illinois Masonic Medical Center-Department of Psychiatry Inpatient Unit Advocate Lutheran General Older Adult Services Aging Care Connections Alexian Brothers Behavioral Health Hospital Alternatives, Inc. American Friends Service Committee American Medical Association-Aging and Community Health Apna Ghar ARISE Chicago - Worker Center Association House - Child Welfare Division Aunt Martha’s Youth Service Center- Administration Barr-Harris Children’s Grief Center Bethesda Home and Retirement Center Between Friends (REACH Program) Brighton Park Neighborhood Council - Burroughs Community School (Community Schools) Catholic Charities- Non Residential Children and Youth Services Catholic Charities-Arts of Living Institute Center for Community Arts Partnerships Columbia College Chicago- PIRC Center for Contextual Change Center for Domestic Peace, Inc. Center on Halsted Chesterfield Psychological Services Inc/Wholistic Inc.- Project Challenge Mentoring Program Chicago Alliance Against Sexual Exploitation Chicago Area Project Chicago Area Project-Department of Community Development Operations 150 The School of Social Service Administration

Chicago Child Care Society Chicago Child Care Society- Teen Parent Initiative Chicago Children’s Advocacy Center Chicago Christian Industrial League--EEP Chicago Coalition for the Homeless Chicago Department of Family & Support Services-Office of Policy and Advocacy Chicago Fair Trade Chicago Foundation for Women Chicago House Chicago Institute for Psychoanalysis Chicago Jobs Council Chicago Lights - Free Write Jail Arts and Literacy Chicago Public Schools - Kenwood Chicago Public Schools - Nancy B. Jefferson School Chicago Public Schools - Office of Specialized Services: Coordinated School Health Chicago Public Schools- Office of After School and Community School Programs Chicago Public Schools -Type 73 Placements Chicago Public Schools-Office of P-12 Management Chicago Read Mental Health Center Chicago Volunteer Legal Services Chicago Women’s Health Center Chicago Youth Centers - Mentoring Children of Prisoners Childcare Network of Evanston Children’s Home & - Ecuentro/Bridges Program Children’s Home & Aid - Family Centered Counseling Services Children’s Memorial Hospital - Child & Adolescent Psychiatry Children’s Place Association (The) Children’s Research Triangle ChildServ - Chicago Chinese Mutual Aid Association Cicero Elementary School District #99 Circle Family Healthcare Network Columbia College Chicago - Student Counseling Services Community Counseling Centers of Chicago-Recovery Point Community House (The) Cook County Sheriff’s Office - Department of Women’s Justice Services Cook County State’s Attorney’s Office – Criminal Bureau Cook County State’s Attorney’s Office Corazon Community Services Corporation for Supportive Housing Counseling Center of Lakeview 21st Century Seniors Program (Older Adults Program) Cristo Rey Jesuit High School Daniel and Karen May Foundation Deborah’s Place Department of Psychiatry-UIC Medical Center - Women’s Mental Health Program Dominican University EdgeAlliance The University of Chicago 151

Edward Hines, Jr. VA Hospital Esperanza Community Services Evanston Township High School Evanston/Skokie School District 65 Ezra Multi Service Center Family Home Health & Family Centered Hospice Family Rescue Family Rescue Community Outreach Program Family Service of Winnetka-Northfield Feeding America Field Foundation of Illinois, Inc. Friend Family Health Center Gallistel Language Academy Gamaliel Metro Chicago Gary Comer College Prep Noble Street S. Campus (Charter High School) Gary Comer Youth Center Gateway Foundation - Life Skills Treatment and Recovery Giant Steps Illinois Guiding Our Talented Youth Ahead (Christ Way MB Church) Harper Elementary School-Wilmette District 39 Health and Medicine Policy Research Group Heartland Alliance for Human Needs and Human Rights-Social IMPACT Research Center Policy and Advocacy Heartland Alliance for Human Needs-International Programs Heartland Alliance- Mid America Institute on Poverty Heartland Health Outreach- Mental Health and Addiction Services Heartland Human Care Services - Refugee and Immigrant Community Services Housing Opportunities for Women Howard Brown Health Center Howard Brown Health Center - Broadway Youth Center Howard Brown Health Center-Lesbian Community Care Project (LCCP) Humboldt Park Social Services (Center for Changing Lives) Illinois Action for Children (formerly: Day Care Action Council of Illinois) - Research Department Illinois Department of Corrections, Office of Reentry Management Immigrant Child Advocacy Center at the University of Chicago Law School Infant Welfare Society of Chicago Infant Welfare Society of Evanston Inspiration Café Institute for Juvenile Research Interfaith House International Organization for Adolescents (IOFA) James B. Moran Center for Youth Advocacy Jane Addams Hull House- Domestic Violence Court Advocacy Program Jesse Brown V.A. Hospital - Addiction Treatment Program Jewish Child & Family Services Jewish Child & Family Services (JCFS) 152 The School of Social Service Administration

Jewish Child & Family Services of Skokie- Northern Suburban Counseling Center- Children’s Dept. Jewish Child and Family Services-Program for People with Disabilities Jewish Council on Urban Affairs John H. Stroger, Jr. Hospital of Cook County-Department of Trauma Josselyn Center JUF Uptown Café at the Dina Juvenile Protective Association KIPP Ascend Charter School Korean American Community Services Korean American Community Services - Senior Housing and Senior Service Program La Casa Norte LaGrange South School District 105 Lawyer’s Committee for Better Housing Leyden Family Services & Mental Health Center - Aftercare Department Liberty Junior High School Lighthouse Academies, Inc. Lincoln Park Community Shelter Live Oak, Inc. Living Room Café of Inspiration Corporation Lorene Repogle Counseling Center Lutheran Social Services of Illinois Mandel Legal Aid Clinic Marjorie Kovler Center for Survivors of Torture Maryville Academy McGaw YMCA McKenzie School/Wilmette District 39 Mercy Housing Lakefront Metropolitan Family Services (DuPage) - Counseling Program Metropolitan Family Services- Evaluation and Training Department Metropolitan Family Services- Evanston, Child and Adolescent Mental Health Program Metropolitan Family Services- Midway, Child and Adolescent Mental Health Metropolitan Family Services- South Chicago Center (Community Schools) Metropolitan Family Services-Elder Abuse Program Midwest Academy-Internship Program Misericordia Homes Morton School Based Health Center Muchin College Prep Naperville Community Unit School District 203 National Able Network, Inc. Night Ministry Night Ministry, The Health Outreach Bus Niles Central Niles Township High School District 219 Niles North High School Niles West High School North Shore Senior Center The University of Chicago 153

North Shore Senior Center-House of Welcome Adult Day Services NorthShore Evanston Hospital Adolescent Day School NorthShore Highland Park Hospital - Adolscent Day Program NorthShore University Health Systems-Practice-Based Research Network Northwest CASA (Center Against Sexual Assault) Northwestern Cognitive Neurology and Alzheimer’s Disease Center Northwestern Memorial Hospital - Department of Case Management (Clinical) Northwestern Memorial Hospital - Stone Institute Acute Inpatient Treatment Northwestern Memorial Hospital - Stone Institute of Psychiatry Outpatient Northwestern Memorial Hospital - Warren Wright Adolescent Center Northwestern School of Law - Child and Family Justice Center ( Bluhm Legal Clinic) Northwestern University Women’s Center Open Studio Project, Inc. Orchard Village Ounce of Prevention Fund (The) PCC Community Wellness Center-Behavioral Health PCC Community Wellness Center-PCC’s AmeriCorps Program Perspectives Charter School -Clinical Perspectives. Ltd. Pillars Pillars - Foxfire Day Treatment Pilsen Little Village Community Mental Health Center - Outpatient Program Polk Bros. Foundation Portage Cragin Counseling Center (Lutheran Social Services of Illinois) Porter-Starke Services, Inc. Pritzker College Prep Rehabilitation Institute of Chicago - Inpatient Response Center - Clinical Social Work Response Center- Medical unit Resurrection Behavioral Health River Forest Public Schools - District 90 Rush University Medical Center Rush University Medical Center - Older Adults Program-Bowman Center Salvation Army - Intensive Rehabilitation Program Salvation Army - Mobile Outreach Salvation Army Evangeline Booth Lodge Salvation Army Family and Community Services - Midway Office Salvation Army-Harbor Light Center- Outpatient Counseling Sarah’s Circle Seasons Hospice & Palliative Care SGA Youth and Family Services (Scholarship and Guidance Association) Shore Community Services (Shore Homes) Skokie School District 73 1/2 Social Justice High School Sonia Shankman Orthogenic School South Central Community Services, Inc. - CAYIT Southwest Youth Collaborative 154 The School of Social Service Administration

St. Catherine Hospital St. Margaret Mercy Healthcare Center- Behavioral Health St. Procopius Grade School St. Vincent DePaul Center TASC Inc (Treatment Alternatives for Safe Communities) Teen Living Programs - Street and Community Outreach Program Teen Living Programs-Shoulder To Shoulder Test Positive Aware Network (TPAN) - POWER, LIFT and Case Management Thresholds-Mobile Assessment Unit: Chicago Transit Authority Team Thresholds-Young Adult Program Trilogy Turning Point Behavioral Health Center U. of C. Hospitals - Hematology/Oncology U. of C. Hospitals - Office of Managed Care and Program Development U.S. Probation Office UCAN UCAN - Family Works Program UIC College Prep High School - The LSV Campus United States Department of Housing and Urban Development United Way of Metropolitan Chicago University of Chicago - Career Advising and Planning Services (CAPS) University of Chicago - Harris School of Public Policy Studies University of Chicago Charter School - Carter G. Woodson Charter School University of Chicago Charter School - High School Campus University of Chicago Charter Schools - North Kenwood Oakland Campus University of Chicago Comer Children’s Hospital - Neonatal Intesive Care Unit (NICU) University of Chicago Medical Center-Department of Radiation Oncology University of Illinois Chicago Family Clinic, Institute on Disability & Human Development University of Notre Dame Legal Aid Clinic - Interdisciplinary Family Mediation and Translational Research Project US Department of Health and Human Services - Region V (Office of Public Health & Science) US Department of Housing and Urban Development, Office of Community Planning and Development, Chicago Regional Office US Department of Housing and Urban Development, Office of Community Planning and Development, Chicago Regional Office Veterans Resource Center Vision House Vital Bridges NFP, Inc VNA Foundation WAYS West Suburban Senior Services Willow House Woodlawn Children’s Promise Community-1st Year Woodlawn Children’s Promise Community-2nd Year Year UP Chicago The University of Chicago 155

Youth Crossroads Youth Guidance - Administrative Youth Guidance - Westside (Austin High School) Youth Guidance-Jordan Community Public School Youth Network Council Youth Organizations Umbrella (YOU) Youth Outreach Services - Irving Park Youth Outreach Services - Cicero Youth Outreach Services- Melrose Park YWCA of Metropolitan Chicago - Sexual Violence and Support Services

 156 The School of Social Service Administration The University of Chicago Campus Map 157 158 The University of Chicago Campus Map

SSA Ca l e n d a r

Su m m e r Qu a r t e r 2010 June 21 Classes Begin July 5 Independence Day Observation July 24 EEP Field Orientation Aug. 28 Summer Quarter Ends Aug. 27 Summer Quarter Convocation Sept. 11 EEP Students Orientation and Registration Sept. 15 Field Instructors Meeting and Orientation Sept. 20–24 Master’s Students Orientation and Registration Sept. 20–24 Doctoral Students Orientation and Registration Autu m n Qu a r t e r 2010 Sept. 27 Classes Begin Oct. 4 Fieldwork Begins (second-year students) Oct. 5 Fieldwork Begins (first-year students) Oct. 29 Field Learning Agreements Due to Field Liaison (full-time program) Nov. 15–19 Winter Quarter Registration Nov. 25–26 Thanksgiving Holiday Dec. 3 Fieldwork Evaluations Due (full-time program) Dec. 10 Quarter and Fieldwork End Dec. 10 Autumn Quarter Convocation Dec. 13–Jan. 3 Winter Break Winter Qu a r t e r 2011 Jan. 3 Classes and Fieldwork Begin Jan. 17 Dr. Martin Luther King, Jr., Birthday Observance Feb. 21–25 Spring Quarter Registration Mar. 11 Fieldwork Evaluations Due (full-time program) Mar. 18 Quarter and Fieldwork End Mar. 18 Winter Quarter Convocation Mar. 21–27 Spring Break Sp r i n g Qu a r t e r 2011 Mar. 28 Classes and Fieldwork Begin May 20 Final Field Work Evalluations Due (graduating full-time and EEP students) May 30 Memorial Day Holiday June 3 Final Fieldwork Evaluations Due (full-time first-year students) June 3 Fieldwork Ends (graduating full-time and EEP students) June 9 Fieldwork Ends (first-year full-time students) June 10 Graduate Hooding Ceremony June 11 Spring Quarter Convocation