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A D VA N C E D P R A C T I C E D O C T O R AT E S :WHAT DO THEY MEAN FOR SOCIAL WORK PRACTICE,

RESEARCH, AND EDUCATION

> REPORT FROM AN INVITATIONAL THINK TANK

> Convened by NASW, in collaboration with CSWE, BPD,ASWB, GADE, NADD, SSWR and SLG

S E P T E M B E R 2 0 1 3

ed in 2009 and is a is:

policy deliberations. tion and dissemination uture issues in

ation

DC 20002-4241 202.336.8393

SWPI-RPT-22014.DSW-Report_Layout 1 1/8/14 2:31 PM Page 2

A D VA N C E D P R A C T I C E D O C T O R AT E S :WHAT DO THEY MEAN FOR SOCIAL WORK PRACTICE, RESEARCH, AND EDUCATION

l-being of America’s Veterans and Their by the NASW Foundation’s Social Work

ersity of Southern California School Veterans and Military Families, on

ern California School of Social Work

ial Work Policy Institute’s website, so be viewed at that site.

F O R M O R E I N F O R M AT I O N C O N TA C T

Joan Levy Zlotnik, PhD, ACSW

Director, Social Work Policy Institute

750 First Street NE, Suite 700

Washington, DC 20002

202.336.8393

[email protected]

SocialWorkPolicy.org

ded Citation – Social Work Policy Institute (2012).

Risk: Optimizing Health in an Era of Reform.

n, DC: National Association of Social Workers.

©2014 National Association of Social Workers. All Rights Reserved.

Overview ..................................................................................................................................1

Practice Doctorates in Social Work: How Do They Fit with Our Practice and

What Can We Learn From Other Disciplines That Have Launched Practice D

What Can We Learn From Current DSW Programs ....................................................................1

What Does the Marketplace Want & Need ................................................................................1

Consensus & Conundrum ..........................................................................................................1

Recommended Next Steps ........................................................................................................1

References ................................................................................................................................2

Other Resources........................................................................................................................2

Appendix ................................................................................................................................2

TA B L E O F C O N T E N T S


E D O C T O R AT E S : SOCIAL WORK PRACTICE, RESEARCH, AND EDUCATION

F O R M O R E I N F O R M AT I O N C O N TA C T

Joan Levy Zlotnik, PhD, ACSW

Director, Social Work Policy Institute

750 First Street NE, Suite 700

Washington, DC 20002

202.336.8393

[email protected]

SocialWorkPolicy.org

kers. All Rights Reserved.

Overview ..................................................................................................................................1

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

What Can We Learn From Other Disciplines That Have Launched Practice Doctorates ....................6

What Can We Learn From Current DSW Programs ....................................................................10

What Does the Marketplace Want & Need ................................................................................14

Consensus & Conundrum ..........................................................................................................17

Recommended Next Steps ........................................................................................................19

References ................................................................................................................................21

Other Resources........................................................................................................................21

Appendix ................................................................................................................................22

TA B L E O F C O N T E N T S


> This provides a social work optionfor social work clinicians whootherwise might pursue practicedoctorates in another discipline, likethe PsyD.

> Will this be something that will addto the high debt that social workersalready have?

> Need to know more – how are thesedegrees financed in the academy,how will quality be determined?

> Are advanced practice doctoratesonly about clinical practice?

> Need to be cautious about furtheringa practice-research divide.

> How does this impact on the MSWas the terminal degree?

> Where will the new graduates behired? To teach clinical practice? Todo innovation in practice?

> WHY HOST A THINKTANK ON THE ADVANCEDPRACTICE DOCTORATEIN SOCIAL WORK? PERSPECTIVES OF THE ORGANIZERSEach host organization was asked toprovide comments on why they wereinterested in collaboration as a host ofthis symposium. The followingsummarizes those comments.

> Association of Baccalaureate SocialWork Program Directors. PresidentPeggy Pittman Munke said that BPDsees a need for a practice doctorate– not just because DSWs will begrounded in good clinical experience,but they can also bring “boots on theground” experience, combined withsocial work values and knowledge to evaluate their practice. From BPD’s perspective the DSW wouldbuild on the MSW, unlike some sister professions where thedoctorate becomes the entry levelpractice degree.

> Association of Social Work BoCEO Mary Jo Monahan said s impressed by the interconnecteof all the organizations here astated that the purpose of licen protecting the public from incomservice. Close communication education is an essential necebecause education is preparing workers to provide competent se

> Council on Social Work EducaDarla Spence Coffey, Presiden CEO, noted that in reviewing preports, this was an issue thatneeded more attention, so she the Leadership Roundtable (CSASWB, NASW, BPD, GADE, St. Louis Group, ANSWER Coand the American Academy oSocial Work and Social Welfaconvened each December, to dthis. That discussion resulted in plans for this think tank. Shesuggested that we can learn frother professions; and one outstquestion for CSWE is the poterole of CSWE in accreditation

> Group for the Advancement oDoctoral Education. Chair TheEarly stated that GADE is a bi but GADE is not quite sure how the tent should be. For practicedoctorates, GADE is not quite what its role should or could b two decades GADE has been fon quality in more research-focused PhD social workdoctoral programs.

> National Association of Deansand Directors. Barbara Shankspoke on behalf of NADD,noting the high level of interesin the process of this discussionbut indicated that NADD doesnot have a position on what the outcome should be.

> ADVANCED PRACTICE DOCTORATES: WHAT DO THEY MEAN FOR SOCIAL WORK PRACTICE, RESEARC 1

Doctoral education in social workbegan in the 1920s and has

especially evolved over the last halfcentury. The number of social workeducation programs granting PhDs hascontinued to grow as has the focus inmost doctoral programs on preparingsocial workers to do research; andhoping that a substantial number ofgraduates will pursue academiccareers. Over the last seven years, anew breed of doctoral educationopportunities has emerged in socialwork. In a few universities, advancedpractice doctoral programs have begunand several more are being considered.

To better understand this trend and itsimplications, a think tank symposiumwas convened. The intention was tobuild upon a 2011 issue paper, TheDoctorate in Social Work (DSW)Degree: Emergence of a New PracticeDoctorate (www.cswe.org/File.aspx?id=59954) that was developed by atask force of social work educatorsconvened by the Council on SocialWork Education’s Leadership Forum. Itwas determined that a more detailedand trans-social work conversation wasneeded. Thus, on September 23 and24, 2013, an invitational think tank,Advanced Practice Doctorates: WhatDo They Mean for Social WorkPractice, Research and Education, was

convened under the auspices of theNational Association of Social Workers(NASW) Social Work Policy Institute(SWPI). It was co-hosted by NASW,CSWE, the National Association ofDeans and Directors of Schools ofSocial Work (NADD), the Associationfor Baccalaureate Social Work ProgramDirectors (BPD), the Group for theAdvancement of Doctoral Education(GADE), the Society for Social Workand Research (SSWR), the St. LouisGroup for Excellence in Social Workand Research (SLG), and theAssociation of Social Work Boards(ASWB). Several schools of social workalso supported the event includingBoston College, Case Western ReserveUniversity, New York University, OhioState University, Rutgers University,University of Denver, University ofMichigan, University of SouthernCalifornia and University of Tennessee.

The think tank brought together aninterdisciplinary group of stakeholdersto not only expand our sharedunderstanding of these new practicedoctorate programs, but also to identifyimplications for practice, research,policy and education. The think tankprogram included brief presentations to

stimulate discussion along withfacilitated small groups. It includedlearning from other disciplines thathave pursued advanced practicedoctorates as well as from programsthat have been launched in social work(See Appendix 1-3 for Agenda,Participants and Speaker Biographies).

> PURPOSE OF THISREPORTThis report summarizes the think tankpresentations and discussions anddescribes the key findings andrecommendations for future actions. Agraphic recorder captured the discussionsand the graphic recording is availableat www.socialworkpolicy.org. The thinktank kicked off with introductions by the60 participants who commented ontheir current predisposition to thedevelopment of Advanced PracticeDoctorates in Social Work.

> PREDISPOSITION TOPRACTICE DOCTORATES:COMMON THEMES > This is something already underway,

so it is not going to be stopped. (Thehorse is already out of the barn).

OVERVIEW


> This provides a social work optionfor social work clinicians whootherwise might pursue practicedoctorates in another discipline, likethe PsyD.

> Will this be something that will addto the high debt that social workersalready have?

> Need to know more – how are thesedegrees financed in the academy,how will quality be determined?

> Are advanced practice doctoratesonly about clinical practice?

> Need to be cautious about furtheringa practice-research divide.

> How does this impact on the MSWas the terminal degree?

> Where will the new graduates behired? To teach clinical practice? Todo innovation in practice?

> WHY HOST A THINKTANK ON THE ADVANCEDPRACTICE DOCTORATEIN SOCIAL WORK? PERSPECTIVES OF THE ORGANIZERSEach host organization was asked toprovide comments on why they wereinterested in collaboration as a host ofthis symposium. The followingsummarizes those comments.

> Association of Baccalaureate SocialWork Program Directors. PresidentPeggy Pittman Munke said that BPDsees a need for a practice doctorate– not just because DSWs will begrounded in good clinical experience,but they can also bring “boots on theground” experience, combined withsocial work values and knowledge to evaluate their practice. From BPD’s perspective the DSW wouldbuild on the MSW, unlike some sister professions where thedoctorate becomes the entry levelpractice degree.

> Association of Social Work Boards.CEO Mary Jo Monahan said she isimpressed by the interconnectednessof all the organizations here andstated that the purpose of licensing isprotecting the public from incompetentservice. Close communication witheducation is an essential necessitybecause education is preparing socialworkers to provide competent services.

> Council on Social Work Education.Darla Spence Coffey, President andCEO, noted that in reviewing previousreports, this was an issue thatneeded more attention, so she askedthe Leadership Roundtable (CSWE,ASWB, NASW, BPD, GADE, SSWR,St. Louis Group, ANSWER Coalition,and the American Academy ofSocial Work and Social Welfare),convened each December, to discussthis. That discussion resulted in theplans for this think tank. Shesuggested that we can learn fromother professions; and one outstandingquestion for CSWE is the potentialrole of CSWE in accreditation.

> Group for the Advancement ofDoctoral Education. Chair TheresaEarly stated that GADE is a big tent,but GADE is not quite sure how bigthe tent should be. For practicedoctorates, GADE is not quite surewhat its role should or could be. Fortwo decades GADE has been focusedon quality in more research-focused PhD social workdoctoral programs.

> National Association of Deansand Directors. Barbara Shankspoke on behalf of NADD,noting the high level of interestin the process of this discussion,but indicated that NADD doesnot have a position on what the outcome should be.

> National Association of SocialWorkers. Joan Levy Zlotnik, Directorof NASW’s Social Work PolicyInstitute noted that there is not yet aclear understanding of what the DSWwill bring to the profession. Criticalissues are how excellence will beensured, and how the DSW will fitwith the continuum of levels of socialwork practice – BSW, MSW, DSW.

> St.Louis Group for Excellence inSocial Work and Research. Edwina(Eddie) Uehara, the immediate pastchair, commented that the St. LouisGroup, an organization of schoolsthat are in top tier researchuniversities is interested in this topic.She noted that there is a trend fornew doctorates in higher educationand that we now have someinformation available to analyze thebenefits and minimize deficits ofthese emerging programs. The rangeof organizations represented willhelp to have a good discussion andthe topic and outcomes will be on thenext St. Louis Group meeting agenda.

> Society for Social Work and Research.President Jeanne Marsh noted thatthere can be a place for DSWs in theprofession and her thoughts will befurther addressed in her presentationthat is summarized below.

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

ed under the auspices of theal Association of Social Workers

W) Social Work Policy Institute It was co-hosted by NASW, the National Association of

and Directors of Schools of Work (NADD), the Association

calaureate Social Work Programrs (BPD), the Group for thecement of Doctoral Education, the Society for Social Work

search (SSWR), the St. Louisfor Excellence in Social Work

search (SLG), and theation of Social Work Boards). Several schools of social work

pported the event including College, Case Western Reserveity, New York University, Ohio

niversity, Rutgers University,ity of Denver, University ofan, University of Southernnia and University of Tennessee.

nk tank brought together anciplinary group of stakeholders

only expand our sharedanding of these new practice

ate programs, but also to identifytions for practice, research,

and education. The think tankm included brief presentations to

stimulate discussion along withfacilitated small groups. It includedlearning from other disciplines thathave pursued advanced practicedoctorates as well as from programsthat have been launched in social work(See Appendix 1-3 for Agenda,Participants and Speaker Biographies).

> PURPOSE OF THISREPORTThis report summarizes the think tankpresentations and discussions anddescribes the key findings andrecommendations for future actions. Agraphic recorder captured the discussionsand the graphic recording is availableat www.socialworkpolicy.org. The thinktank kicked off with introductions by the60 participants who commented ontheir current predisposition to thedevelopment of Advanced PracticeDoctorates in Social Work.

> PREDISPOSITION TOPRACTICE DOCTORATES:COMMON THEMES > This is something already underway,

so it is not going to be stopped. (Thehorse is already out of the barn).

OVERVIEW


to PhDs. Now there is a re-emergenceof the use of the DSW which can beconfusing, since these new programsoffering DSWs have a somewhatdifferent paradigm. Thus far, most of theDSW programs that have developedare in universities that also offer atraditional PhD. However as we moveforward we may see DSWs develop infree-standing, on-line and for profitinstitutions and potentially programs thatdo not also offer an MSW degree. It ishard at this point to see the trend lines.

It is important to consider what thedriving forces are for the developmentof these programs. It appears to be aninterest in acquiring advanced clinicalknowledge and skills, since practicecontinues to change and there is notalways access to high quality and higherlevel continuing education. Sowers alsonoted that a skilled practitioner is notproduced in two years and that wehave a goal for practitioners to continueto keep up with new knowledge. This isespecially important as our clients areoften oppressed, disenfranchised, andpoor and deserve the best practice thatthey can get.

Other reasons that can make pradoctorates attractive include levethe playing field when sitting at tcase conference table with otherdoctoral level disciplines (e.g., MDNPs, DPharms, PhD in psycholo PsyDs), and providing opportunit organizational advancement andpotentially greater pay for moreadvanced clinical services. It is nuncommon for social work’s bestclinicians to move into supervisio administration. We need to conshow we can develop and supporclinical leaders in health, behaviohealth and social service deliveryorganizations. As noted earlier, whave difficulty finding faculty who both PhD-research trained and alhave strong clinical experience. Tyears post MSW practice experie hardly sufficient to prepare new dgraduates to teach a range ofevidence-based interventions.

The recent knowledge explosion neuroscience and evidence basepractice, and the National Institu Health’s focus on translational reand the scarcity of psychosocialintervention research can providevaluable opportunities for new knodevelopment and expert practition researcher collaborations. CSWE mandated an accreditation compwhich emphasizes “engagement research-informed practice and pinformed research.” This lofty go been a challenge for our profess

Perhaps advanced practice doctocan partner effectively with moretraditional researchers to advanc goal. Prospective students for the focusing on research and preparfor academia, and those intereste an advanced doctorate in practic two totally different groups of stuIf the differences between the pur


> SETTING THE STAGE Jeane Anastas, NASW President andProfessor, Silver School of Social Work,New York University

Kicking off this panel, Jeane Anastas,NASW President, noted that this is thefirst discussion of practice doctoratesoutside of educational institutions andeducational organizations, and thathaving representatives from NASW, legalregulation, and social work employerswill be helpful in understanding whereDSWs might fit in the social workpractice enterprise. While theparticipants from practice, research,education and policy might havedifferent perspectives, there is a shared

passion to make the social workprofession as good as it can be.

Anastas indicated that theorists haveconceptualized that doctoral graduatesare to be “stewards of the discipline” ofsocial work – generating knowledge,conserving knowledge and transformingknowledge. They also can be viewed tobe stewards of the enterprise of socialwork, including setting policies andstandards for the profession.

Drawing from the findings of her nationalstudy of social work doctoral students(Anastas, 2012), she stated that studentsenter programs to gain the ability to doresearch and that a vocal minority ofstudents indicated that doctoral programsseemed more aligned with the cultureof the academy than with the culture ofsocial work. Study respondents alsoindicated that despite rich practicecareers, when they entered research-focused PhD programs they were oftentreated as “know-nothings.” Mendenhall(2007) also addresses this distancebetween practice and research as oneenters a social work doctoral program.

The profession is challenged to figureout how to best integrate these twospheres of practice and research.Several schools purport to subscribe toa both/and approach, but it is notclear if this is truly accomplished. Thereare those in the profession, includingsome current students that worry thatour research intensive social workdoctoral programs, by embracing a

science or social science model ofdoctoral education are quite distantfrom the concerns of most practitioners.The emerging “practice doctorate”programs, some may assert, willproduce “clinician-scholars” who canhelp bridge the practice/researchdivide. Others worry that practicedoctoral degrees in social work will beseen as “less than” PhD degrees, or thatknowledge development goals may besacrificed due to the programs’ practicefocus. These are questions that will beaddressed through the presentations.

> PRACTICE DOCTORATESIN SOCIAL WORK: AREPRACTICE DOCTORATESTHE NEXT BIG THING INSOCIAL WORK Karen Sowers, Dean, University ofTennessee School of Social Work

Historically, as doctoral programsdeveloped in social work there waslittle distinction between PhD and DSWprograms. DSW programs began in the1940s to increase the status of theprofession and by the early 1970sthere were more DSW than PhDprograms. Later in that decade therewas a move to prefer PhDs because ofthe research nature of those programs,but in reality there was little differencein the curricula offered. By the 1990s,most doctoral programs were awardingPhDs and previous graduates weregiven the option to convert their DSWs

PRACTICE DOCTORATES IN SOCIALWORK: HOW DO THEY FIT WITH OURPRACTICE AND RESEARCH MISSIONS?


to PhDs. Now there is a re-emergenceof the use of the DSW which can beconfusing, since these new programsoffering DSWs have a somewhatdifferent paradigm. Thus far, most of theDSW programs that have developedare in universities that also offer atraditional PhD. However as we moveforward we may see DSWs develop infree-standing, on-line and for profitinstitutions and potentially programs thatdo not also offer an MSW degree. It ishard at this point to see the trend lines.

It is important to consider what thedriving forces are for the developmentof these programs. It appears to be aninterest in acquiring advanced clinicalknowledge and skills, since practicecontinues to change and there is notalways access to high quality and higherlevel continuing education. Sowers alsonoted that a skilled practitioner is notproduced in two years and that wehave a goal for practitioners to continueto keep up with new knowledge. This isespecially important as our clients areoften oppressed, disenfranchised, andpoor and deserve the best practice thatthey can get.

Other reasons that can make practicedoctorates attractive include levelingthe playing field when sitting at thecase conference table with otherdoctoral level disciplines (e.g., MDs,DNPs, DPharms, PhD in psychology andPsyDs), and providing opportunities fororganizational advancement andpotentially greater pay for moreadvanced clinical services. It is notuncommon for social work’s bestclinicians to move into supervision andadministration. We need to considerhow we can develop and supportclinical leaders in health, behavioralhealth and social service deliveryorganizations. As noted earlier, wehave difficulty finding faculty who areboth PhD-research trained and alsohave strong clinical experience. Twoyears post MSW practice experience ishardly sufficient to prepare new doctoralgraduates to teach a range ofevidence-based interventions.

The recent knowledge explosion inneuroscience and evidence basedpractice, and the National Institutes ofHealth’s focus on translational researchand the scarcity of psychosocialintervention research can providevaluable opportunities for new knowledgedevelopment and expert practitioner andresearcher collaborations. CSWE hasmandated an accreditation competencywhich emphasizes “engagement inresearch-informed practice and practice-informed research.” This lofty goal hasbeen a challenge for our profession.

Perhaps advanced practice doctoratescan partner effectively with moretraditional researchers to advance thisgoal. Prospective students for the PhDfocusing on research and preparationfor academia, and those interested inan advanced doctorate in practice aretwo totally different groups of students.If the differences between the purposes/

preparation are clearly delineated oneshould not detract from the other.

As we look to the future, we need torecognize the heterogeneity of alldoctoral education programs in socialwork, not just those offering advancedpractice doctorates, and we need tofigure out how to decrease this research-practice divide. From the academyperspective, with the increase in thenumber of PhD programs in social workand the number of applicants remainingfairly stable, some universities feelcompelled to offer another alternativeto continue production of doctoralgraduates. If DSW programs aredeveloped thoughtfully with theemphasis of developing not onlyadvanced practice knowledge andskills but sophisticated practice-basedresearch as well, the potential forenhancing the research capacity of ourprofession is great.

> PRACTICE DOCTORATEIN SOCIAL WORK: FITWITH 20 YEARSRESEARCH CAPACITYBUILDING Jeanne Marsh, President, Society forSocial Work and Research andProfessor, University of Chicago Schoolof Social Service Administration

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

n to make the social workion as good as it can be.

s indicated that theorists havetualized that doctoral graduates

be “stewards of the discipline” of work – generating knowledge,ving knowledge and transformingdge. They also can be viewed to

wards of the enterprise of social ncluding setting policies andrds for the profession.

g from the findings of her national f social work doctoral students

s, 2012), she stated that students rograms to gain the ability to do

h and that a vocal minority ofs indicated that doctoral programsd more aligned with the culture

academy than with the culture of work. Study respondents alsoed that despite rich practice, when they entered research-

d PhD programs they were often as “know-nothings.” Mendenhall also addresses this distancen practice and research as one

a social work doctoral program.

ofession is challenged to figure w to best integrate these two

s of practice and research. schools purport to subscribe to

/and approach, but it is not this is truly accomplished. There

se in the profession, including urrent students that worry that

earch intensive social workal programs, by embracing a

science or social science model ofdoctoral education are quite distantfrom the concerns of most practitioners.The emerging “practice doctorate”programs, some may assert, willproduce “clinician-scholars” who canhelp bridge the practice/researchdivide. Others worry that practicedoctoral degrees in social work will beseen as “less than” PhD degrees, or thatknowledge development goals may besacrificed due to the programs’ practicefocus. These are questions that will beaddressed through the presentations.

> PRACTICE DOCTORATESIN SOCIAL WORK: AREPRACTICE DOCTORATESTHE NEXT BIG THING INSOCIAL WORK Karen Sowers, Dean, University ofTennessee School of Social Work

Historically, as doctoral programsdeveloped in social work there waslittle distinction between PhD and DSWprograms. DSW programs began in the1940s to increase the status of theprofession and by the early 1970sthere were more DSW than PhDprograms. Later in that decade therewas a move to prefer PhDs because ofthe research nature of those programs,but in reality there was little differencein the curricula offered. By the 1990s,most doctoral programs were awardingPhDs and previous graduates weregiven the option to convert their DSWs

CE DOCTORATES IN SOCIAL OW DO THEY FIT WITH OUR

AND RESEARCH MISSIONS?

4


To add to our understanding of whatthe creation of advanced practice

doctorates can mean for the social workprofession, the planning committeeidentified three disciplines that haveadvanced practice doctorates andinvited them to present information atthe think tank. We were seeking tounderstand: 1) the history of theprofession’s development of its practicedoctorate; 2) how it has affectedresearch, practice and education; 3)accreditation of practice doctorates; 4)enrollment in practice doctoral programsand impact on PhD programs; 5)licensing; and 6) anticipated andunanticipated consequences.

> WHAT CAN WE LEARNFROM PSYCHOLOGYCynthia Belar, Executive Director, APAEducation Directorate

Cynthia Belar of the AmericanPsychological Association provided anoverview of the development of the PsyD,the forces that drove its development,and its current status. Psychology startedas an academic discipline with a focuson research, then moved into practice,which makes it different from otherprofessions. Theirs was not an “addingon,” but moving into different kinds ofdoctorates related to career emphaseswhich emerged while the PhD remainedthe primary degree. In the early years,the science-practitioner model dominatedthe training of clinical psychologists. Inthe mid-century, the desire for a practicedoctorate began to emerge as the fieldof psychology matured and expandedand as the government invested more

substantially in mental health serv address societal needs. The 1960 an increase in students’ interest in in practice along with a question to whether training as a scientist essential to this role. This led to thdevelopment of the PsyD, with th program launched in 1968 and free-standing school of professionpsychology beginning in 1969. Tchange reflected concerns by som the culture of research and acadewas drowning out the culture of pand that a model of preparation application of scientific knowledg sufficient for psychology.

Since then both degree programs increased in clinical psychology, the PsyD has grown relatively mo PhD programs. Between 1973 a2011, the number of PsyD progrgrew from a handful to 60, while number of PhD programs grew fr to about 160. Despite more clinicpsychology PhD programs, PsyDprograms are larger in terms of senrollment and account for approx60% of trainees in clinical psychoThe rate of acceptance intothese programs is alsohigher. Incomparing some of thecharacteristics of clinicalpsychology PhD and PsyDprograms and theirstudents (APA, 2011):> PhD programs are more

faculty-intensive, with1,889 core faculty for9,436 in PhD programsand 870 core faculty for11,279 PsyD students.


Marshexamined the fit

between practiceand research

doctorates and notedthat it is essential that the

profession have a strongresearch enterprise. Yet,

MSW graduates often seekadvanced practice training and

thus far we may be counselingthem out of social work, because

traditional doctoral programs do notoffer what they are seeking. This think

tank is an opportunity to define what wemean by advanced clinical training.

Looking at what legitimizes a professioncan be a useful lens to better understandthe potential positives and challengesof the DSW. Key elements in thelegitimization of a profession include:> Understanding that professions exist

in an interorganizational context,and are constantly engaged injurisdictional disputes;

> Pursuing knowledge development—research and scholarship—are asource of legitimacy of a professionand the currency to address disputes;

> Differentiation of degree structure –e.g., BSW, MSW, DSW;

> Code of ethics, accreditation,licensure;

> Given the centrality of knowledgedevelopment to professions,universities are key externalinstitutions

Professions develop in an organizationalfield and occupy and control certaindomains of activity; with the occupancyof a domain by one profession, excludinganother, and the domains or tasks of aprofession are constantly underjurisdictional dispute. Examples wouldbe talk therapy for psychiatrists vs. SW;prescribing psychotropics-psychiatrists

vs. psychologists; discharge planning-nurses vs. SW; parole/probationservices- criminal justice vs. social work.

Professions are fundamentally definedby the tasks they perform and theknowledge relevant to the tasks — andthe fundamental tasks of all professionsare to solve societal problems (e.g.,problem of health, problem of justice,problem of building design, andproblem of salvation).

Internal differentiation strengthensprofessions. Thus for nursing, verticalintegration is in terms of levels, e.g.,LPN, BSN, MSN, Nurse Practitioner.Professions are also integratedhorizontally: school social worker,family service social worker, hospitalsocial worker and professions arestrengthened by internal differentiationas it enables them to refine servicesand expand demand for services.

Since professions gain legitimacythrough codes of ethics, accreditationand licensing it is logical that theseaspects of the social work professionare represented at this think tank. Allare mechanisms to insure quality inprofessions and to “protect the public.”

In looking at the emergence of theDSW, it is important to consider it inthis context of the development andgrowth of a profession. It is thereforeimperative for DSW programs, likeBSW and MSW programs to continueto (1) incorporate research andevaluation preparation (knowledgedevelopment skills) into curricula; and(2) contribute to development ofresearch capacity building in the field.

If research and scholarship are thecurrency of competition forinterprofessional disputes, and are alsosources of innovation and expansion,

then it is imperative for DSW programsto seize the opportunity to specialize inthe development of clinical practiceknowledge – using practice researchmethods such as case study, clinicalcase monitoring and evaluation, timeseries methods, agency-based research.

If expanding the degree structure is agood thing in strengthening theprofession then adding the DSW tosocial work degrees is a good thingsince it can enable greater specializationin advanced social work degrees andcontribute to greater opportunities forspecialization and innovation. If this isa good thing, then as noted in the2011 issue paper, there is a need forguidelines, core concepts andcompetencies and this should includecompetencies related to research andknowledge development.

Marsh also highlighted these issues: > Will availability of DSW practitioners

“crowd out” demand for MSWpractitioners?

> Will DSWs be in a better position tocompete for behavioral healthinsurance dollars?

> If codes of ethics, accreditation,licensure mechanisms are central toprofessions then social workorganizations should bring to bearthese mechanisms designed toprotect society in relation to DSW –as with the MSW.

> If universities are locus fordevelopment of professional degreesand knowledge development thenthere needs to be recognition of bothdoctorates in the incentive structurethat exists to develop new degrees.

> In order to warrant support andapprobation of universities,universities must continue to fullycontribute to their research andknowledge development mandates.

WHAT CAN WE LEARN FROM THAT HAVE LAUNCHED PRAC


To add to our understanding of whatthe creation of advanced practice

doctorates can mean for the social workprofession, the planning committeeidentified three disciplines that haveadvanced practice doctorates andinvited them to present information atthe think tank. We were seeking tounderstand: 1) the history of theprofession’s development of its practicedoctorate; 2) how it has affectedresearch, practice and education; 3)accreditation of practice doctorates; 4)enrollment in practice doctoral programsand impact on PhD programs; 5)licensing; and 6) anticipated andunanticipated consequences.

> WHAT CAN WE LEARNFROM PSYCHOLOGYCynthia Belar, Executive Director, APAEducation Directorate

Cynthia Belar of the AmericanPsychological Association provided anoverview of the development of the PsyD,the forces that drove its development,and its current status. Psychology startedas an academic discipline with a focuson research, then moved into practice,which makes it different from otherprofessions. Theirs was not an “addingon,” but moving into different kinds ofdoctorates related to career emphaseswhich emerged while the PhD remainedthe primary degree. In the early years,the science-practitioner model dominatedthe training of clinical psychologists. Inthe mid-century, the desire for a practicedoctorate began to emerge as the fieldof psychology matured and expandedand as the government invested more

substantially in mental health services toaddress societal needs. The 1960s sawan increase in students’ interest in careersin practice along with a questioning asto whether training as a scientist wasessential to this role. This led to thedevelopment of the PsyD, with the firstprogram launched in 1968 and the firstfree-standing school of professionalpsychology beginning in 1969. Thischange reflected concerns by some thatthe culture of research and academiawas drowning out the culture of practiceand that a model of preparation forapplication of scientific knowledge wassufficient for psychology.

Since then both degree programs haveincreased in clinical psychology, thoughthe PsyD has grown relatively more thanPhD programs. Between 1973 and2011, the number of PsyD programsgrew from a handful to 60, while thenumber of PhD programs grew from 80to about 160. Despite more clinicalpsychology PhD programs, PsyDprograms are larger in terms of studentenrollment and account for approximately60% of trainees in clinical psychology.The rate of acceptance intothese programs is alsohigher. Incomparing some of thecharacteristics of clinicalpsychology PhD and PsyDprograms and theirstudents (APA, 2011):> PhD programs are more

faculty-intensive, with1,889 core faculty for9,436 in PhD programsand 870 core faculty for11,279 PsyD students.

> The average PhD student completestheir degree in 6½ years, while theaverage PsyD graduates with adegree in 5½ years.

> Attrition rates are higher for PsyDstudents with a rate of 3.1% forPsyDs, and 1.96% for PhDs.

> PhD students tend to have higherGPA scores and higher GRE scores.

> Higher percentage of PhD students:» Are members of professional

society (85% to 68%). » Have done professional

presentations (61% to 21%).» Have published article (45%

to 10%).» Are involved in research (53%

to 13%).» Are involved in teaching (42%

to 17%).> In terms of student debt, 75% of PhD

graduates have debt with the mediandebt of $68,000, while 90% of PsyDgraduates have debt, with a mediandebt of $120,000.

In psychology, APA accredits onlyprofessional psychology programs that


chologists; discharge planning- vs. SW; parole/probations- criminal justice vs. social work.

ons are fundamentally defined asks they perform and the

dge relevant to the tasks — and damental tasks of all professions olve societal problems (e.g.,

m of health, problem of justice,m of building design, andm of salvation).

differentiation strengthensions. Thus for nursing, verticaltion is in terms of levels, e.g.,

SN, MSN, Nurse Practitioner.ons are also integrated

ntally: school social worker, service social worker, hospital worker and professions arehened by internal differentiation

ables them to refine services pand demand for services.

rofessions gain legitimacy codes of ethics, accreditation

ensing it is logical that these of the social work profession

resented at this think tank. All chanisms to insure quality in

ions and to “protect the public.”

ng at the emergence of the t is important to consider it in

ntext of the development and of a profession. It is thereforetive for DSW programs, like

nd MSW programs to continue ncorporate research and

ion preparation (knowledgepment skills) into curricula; and

tribute to development ofh capacity building in the field.

rch and scholarship are they of competition for

ofessional disputes, and are also of innovation and expansion,

then it is imperative for DSW programsto seize the opportunity to specialize inthe development of clinical practiceknowledge – using practice researchmethods such as case study, clinicalcase monitoring and evaluation, timeseries methods, agency-based research.

If expanding the degree structure is agood thing in strengthening theprofession then adding the DSW tosocial work degrees is a good thingsince it can enable greater specializationin advanced social work degrees andcontribute to greater opportunities forspecialization and innovation. If this isa good thing, then as noted in the2011 issue paper, there is a need forguidelines, core concepts andcompetencies and this should includecompetencies related to research andknowledge development.

Marsh also highlighted these issues: > Will availability of DSW practitioners

“crowd out” demand for MSWpractitioners?

> Will DSWs be in a better position tocompete for behavioral healthinsurance dollars?

> If codes of ethics, accreditation,licensure mechanisms are central toprofessions then social workorganizations should bring to bearthese mechanisms designed toprotect society in relation to DSW –as with the MSW.

> If universities are locus fordevelopment of professional degreesand knowledge development thenthere needs to be recognition of bothdoctorates in the incentive structurethat exists to develop new degrees.

> In order to warrant support andapprobation of universities,universities must continue to fullycontribute to their research andknowledge development mandates.

WHAT CAN WE LEARN FROM OTHER DISCIPLINESTHAT HAVE LAUNCHED PRACTICE DOCTORATES


What have been the issues to considerin the DNP> Practice Relevance. Employers

outlined the changing demands ofhealth care and the competenciesneeded. Programs focus on partneringwith practice settings to increaserelevance of the DNP program andto engage students in practicerelevant projects. Thus, theknowledge, skills and attributes(KSA) that are associated with theDNP are relevant to employers.

> Program Quality. While programdesigns and expectations vary, allDNP programs focus on the standards,Essentials of Doctoral Education forAdvanced Nursing Practice, andrecommendations have been maderegarding quality indicators. Part ofthe DNP program is to complete aCapstone (practice scholarship)project. Reports from DNP graduatesalso serve as indicators of both qualityand relevance. The DNP has beenvalidated by graduates’ capacity tointervene, lead care, and partnerwith others.

Accreditation and Certification> Thus far, only nurse anesthetists are

mandating the DNP. However after2015, no new master’s level programswill be accredited, and by 2022,new students must be enrolled in DNPprograms. By 2025, all CertifiedRegistered Nurse Anesthetist (CRNA)programs will be at the DNP level.

> So far neither the AACN’s CollegiateCommission on Nursing Education(CCNE) or Accreditation Commissionfor Education in Nursing (ACEN) hasmandated the DNP for APRNeducation. However, it will considerthis if requested from the nursingcommunities.

> Certifiers for other APRN roles only require the DNP after widepractice change occurs as a re DNP education and that there “Psychometrically sound and ldefensible tests of entry levelcompetence.”

To create consensus in regard to DNP, and to assess progress, a swas convened to make recommendto the AACN Board of Directors. summit resulted in a clear validat the relevance of the standards fo programs (Essentials of DoctoralEducation for Advanced NursingPractice), with a few minor modifirecommended. The summit alsosuggested that clarification was non what constitutes practice schoand how is that represented in thCapstone product, and what theworkload demands are to comple product. Work to address theserequests is underway at AACN.

> WHAT CAN WE LEFROM OCCUPATIONTHERAPYNeil Harvison, American OccupaTherapy Association (AOTA) ChiAcademic and Scientific Affairs O

The Occupational Therapy (OT)profession is struggling with theissue of the development of thepractice doctorate. To providesome context, Harvisonprovided the followingdefinitions:> Doctorate in a practice

profession has been definedas a degree that is conferredupon completion of aprogram providing theknowledge and skills for the


have as a goal the preparation of thosewho wish to enter practice. Anotheraccreditation program through theAcademy of Psychological ClinicalScience provides accreditation toprograms that prepare future clinicalscientists. Currently these programs arealso accredited by APA. Bothaccreditation programs are based onan outcomes assessment model.

In health service provision, there is agrowing belief that all psychologistsmust be trained in some research skills.The Health Service Psychology EducationCollaborative was formed to addressmultiple education and training issuesthat have emerged in defining this fieldof psychological practice, and specificcompetencies have been articulated.(American Psychologist, August, 2013).

> TRANSFORMATION OFADVANCED PRACTICENURSING EDUCATION:MOVING TO THEPROFESSIONALDOCTORATE Geraldine (Polly) Bednash, ChiefExecutive Officer, American Associationof Colleges of Nursing (AACN)

In nursing there aretwo advanced degreesfor preparation as anAdvanced PracticeRegistered Nurse(APRN) the master’sdegree and the DNP– Doctorate inNursing Practice. An examination of the demands of careand the requisite competencies andlearning related to providing that careled to a reconceptualization of theeducation of the APRN and the move torequiring the DNP. This was partly dueto the fact that the APRN often neededmore education than what was requiredin a Masters in Nursing (MSN) program.The University of Kentucky was the firstprogram to offer a DNP and manyothers are under development.

The nursing profession, through AACN,convened a taskforce that did a nationalconsensus-developing approach, whichrecommended a practice doctorate. Thiswas taken to the members of the AACNand voted upon, and approved. Adecade has been devoted to thetransition and implementation of thisapproach with the goal for all advancedspecialty education in nursing to evolveto the practice doctorate level (DNP) by2015. The education in doctoralprograms focuses on the development ofadvanced competencies for increasinglycomplex clinical and leadership roles,with attention to changes includingglobal health care, genetics andbiomedical advances. This includes DNPsin clinical administration. The DNPprovides a better match of programrequirements and credits/time withcredentials earned. It also offers a higherlevel terminal degree and advancededucational credit for those who do notwant or need a research-focused degreesuch as the PhD in nursing, which isalso an option.

In 2005, the National Academy ofSciences issued a report on NationalInstitutes of Health (NIH) researchtraining programs, and recommendedthat the nursing profession needs to movemore quickly to practice doctorates,stating that “The need for doctoralprepared practitioners and clinicalfaculty would be met if nursing coulddevelop a new non-research clinicaldoctorate, similar to the M.D. andPharmD. in medicine and pharmacy,respectively.” This recommendation oftwo pathways – for clinicians and forresearchers resulted in huge growth inDNP programs across the country. Therehas also been diminished resistance fromsome sites (e.g., Yale University, Universityof California system, University of NorthCarolina, Chapel Hill) that had initiallybeen resistant to the idea of developinga DNP. During this period there has alsobeen a 45% increase in enrollment inPhD programs, perhaps since applicantsnow have clearer choices to make. Somelarge health systems are funding DNPeducation because they value it. AACN’saccrediting arm, the Commission onCollegiate Nursing Education (CCNE)accredits DNP programs, but not thePhD programs, feeling it’s inappropriateto accredit PhD programs.

As of 2012 there are 217 DNP programswith another 97 in the planning stage.There are currently 11,575 students inDNP programs and 5,110 students inresearch-focused nursing doctoralprograms. As of 2012 there have beenabout 1800 DNP graduates.


What have been the issues to considerin the DNP> Practice Relevance. Employers

outlined the changing demands ofhealth care and the competenciesneeded. Programs focus on partneringwith practice settings to increaserelevance of the DNP program andto engage students in practicerelevant projects. Thus, theknowledge, skills and attributes(KSA) that are associated with theDNP are relevant to employers.

> Program Quality. While programdesigns and expectations vary, allDNP programs focus on the standards,Essentials of Doctoral Education forAdvanced Nursing Practice, andrecommendations have been maderegarding quality indicators. Part ofthe DNP program is to complete aCapstone (practice scholarship)project. Reports from DNP graduatesalso serve as indicators of both qualityand relevance. The DNP has beenvalidated by graduates’ capacity tointervene, lead care, and partnerwith others.

Accreditation and Certification> Thus far, only nurse anesthetists are

mandating the DNP. However after2015, no new master’s level programswill be accredited, and by 2022,new students must be enrolled in DNPprograms. By 2025, all CertifiedRegistered Nurse Anesthetist (CRNA)programs will be at the DNP level.

> So far neither the AACN’s CollegiateCommission on Nursing Education(CCNE) or Accreditation Commissionfor Education in Nursing (ACEN) hasmandated the DNP for APRNeducation. However, it will considerthis if requested from the nursingcommunities.

> Certifiers for other APRN roles willonly require the DNP after widespreadpractice change occurs as a result ofDNP education and that there are“Psychometrically sound and legallydefensible tests of entry levelcompetence.”

To create consensus in regard to theDNP, and to assess progress, a summitwas convened to make recommendationsto the AACN Board of Directors. Thesummit resulted in a clear validation ofthe relevance of the standards for DNPprograms (Essentials of DoctoralEducation for Advanced NursingPractice), with a few minor modificationsrecommended. The summit alsosuggested that clarification was neededon what constitutes practice scholarshipand how is that represented in theCapstone product, and what theworkload demands are to complete thisproduct. Work to address theserequests is underway at AACN.

> WHAT CAN WE LEARNFROM OCCUPATIONALTHERAPYNeil Harvison, American OccupationalTherapy Association (AOTA) ChiefAcademic and Scientific Affairs Officer

The Occupational Therapy (OT)profession is struggling with theissue of the development of thepractice doctorate. To providesome context, Harvisonprovided the followingdefinitions:> Doctorate in a practice

profession has been definedas a degree that is conferredupon completion of aprogram providing theknowledge and skills for the

recognition, credential or licenserequired for professional practice,with pre-professional andprofessional preparation equalingthe equivalent of six full-timeequivalent academic years. Suchdegrees traditionally have been indentistry, medicine, law andchiropractics (NCES, 2008).

> A post-professional doctorate or“bridge” degree can be defined asaugmenting the knowledge, skillsand behaviors of entry level doctoralstandards. This fills in gaps after thebaccalaureate or masters degreesand might be analogous to thecurrent situation in social work(American Physical TherapyAssociation, 2013).

> An advanced post-professional degreeprepares already licensed andcredentialed individuals to practiceclinically above and beyond thoseexpected of the entry-level professional.These can be distinguished from PhDsbecause they are not research-focusedand do not require dissertations.These programs would includeadvanced practice clinical rotationsand a capstone research projectdemonstrating the student’s ability toconduct clinically relevant research(Association of Schools of AlliedHealth Professions, n.d.).


ng there are vanced degrees

paration as aned Practicered Nurse the master’s and the DNP

orate ing Practice.

mination of the demands of care e requisite competencies and

g related to providing that care a reconceptualization of the

on of the APRN and the move tong the DNP. This was partly due

act that the APRN often needed ducation than what was required

asters in Nursing (MSN) program. versity of Kentucky was the first

m to offer a DNP and many are under development.

sing profession, through AACN,ed a taskforce that did a nationalsus-developing approach, which

mended a practice doctorate. This ken to the members of the AACN ted upon, and approved. A

has been devoted to theon and implementation of thisch with the goal for all advancedty education in nursing to evolve

practice doctorate level (DNP) by The education in doctoralms focuses on the development ofed competencies for increasinglyx clinical and leadership roles,

ention to changes including health care, genetics andical advances. This includes DNPs

cal administration. The DNPs a better match of programments and credits/time withials earned. It also offers a higher

rminal degree and advancedonal credit for those who do not

r need a research-focused degree the PhD in nursing, which is option.

In 2005, the National Academy ofSciences issued a report on NationalInstitutes of Health (NIH) researchtraining programs, and recommendedthat the nursing profession needs to movemore quickly to practice doctorates,stating that “The need for doctoralprepared practitioners and clinicalfaculty would be met if nursing coulddevelop a new non-research clinicaldoctorate, similar to the M.D. andPharmD. in medicine and pharmacy,respectively.” This recommendation oftwo pathways – for clinicians and forresearchers resulted in huge growth inDNP programs across the country. Therehas also been diminished resistance fromsome sites (e.g., Yale University, Universityof California system, University of NorthCarolina, Chapel Hill) that had initiallybeen resistant to the idea of developinga DNP. During this period there has alsobeen a 45% increase in enrollment inPhD programs, perhaps since applicantsnow have clearer choices to make. Somelarge health systems are funding DNPeducation because they value it. AACN’saccrediting arm, the Commission onCollegiate Nursing Education (CCNE)accredits DNP programs, but not thePhD programs, feeling it’s inappropriateto accredit PhD programs.

As of 2012 there are 217 DNP programswith another 97 in the planning stage.There are currently 11,575 students inDNP programs and 5,110 students inresearch-focused nursing doctoralprograms. As of 2012 there have beenabout 1800 DNP graduates.


In planning for the think tank, theplanning committee reached out to the

four existing programs that have alreadybegun to offer Advanced PracticeDoctorates – Aurora University, Universityof Pennsylvania, University of Tennesseeand Rutgers University. All but Aurorawere able to be represented at the thinktank and provided information about theirprograms and their current status. Thusfar, only Penn has awarded DSWs andonly Aurora does not also offer a PhD.

The programs were asked to address thedevelopment and current status of theDSW in their school in terms of when itstarted, the development process, howit differs from the PhD offered and howthe applicants differ, tuition and fundingsupport, enrollment, and programmaticrequirements, e.g., dissertation,internship, capstone project. They werealso asked to discuss the career plansfor the graduates, how the program hasbeen perceived/received by the facultyand any unintended results or effects ofthe DSW program. The followingsummarizes the Penn, Rutgers andTennessee presentations.

> UNIVERSITY OFPENNSYLVANIALina Hartocollis, Associate Dean forStudent Affairs and Director of ClinicalDSW Program

The Doctorate in Clinical Social Work(DSW) program at the University ofPennsylvania School of Social Policyand Practice was launched in 2007.The PhD director at the time was gettingmany inquiries from potential

applicants for whom the researchdegree was not a good fit. This ba discussion among the administand faculty that led to the decisio reinvent the defunct DSW degree practice doctorate. The idea was only to repurpose the DSW that tschool still had on its books, but embark on an experiment of sort would introduce an entirely new of doctorate- a practice doctorate the profession, with the hope tha would catch on.

A two-year planning period ensu by a workgroup composed of stafaculty and social work practitionfrom the community. The end goa to create a doctorate that was didifferent from the research-based and that would respond to severatroubling trends: 1. The shortage doctoral trained faculty to teach BSW and MSW programs, partiin the area of practice; 2. The sig


All of the persons holding bridge-leveldoctorates and post-professionaladvanced degrees might be considered“super professionals.” In OT, between1998 and 2004, four entry-leveldoctoral programs were accredited andno other programs developed until2013. The first Occupational TherapyDoctorate (OTD) was developed in1998 at Creighton University inNebraska, and it was developed in aSchool of Pharmacy. At the time that thefirst doctoral program was establishedthere were 145 OT programs, with themajority at the master’s level, with afew still at the bachelor’s level; and allthese programs are accredited underthe OT entry-level standards. Today, allprograms are at the post-baccalaureatelevel, and the majority are master’sdegree-level programs.

The official position of the AOTA is thata post-baccalaureate degree in OT is

the required level of professional entryinto the field and their accreditationprogram (ACOTE) adopted this positionand mandated that entry level must bepost-baccalaureate. In 2006, there wasa shift to create accreditation standardsat different degree levels—masters levelentry and doctoral level entry. Now inOT, they have a set of standards foreach level, and faculty must have adoctorate to teach at the professionallevel. There is a requirement that facultymust have one degree higher thanthose being taught.

The Occupational Therapy Doctorate(OTD) entry-level accreditation standardsget input from practice, research andeducation in order to identifycompetencies for a graduate. There is a focus on leadership, scholarship andexperiential learning and a culminatingproject that relates theory to practiceand demonstrates synthesis of advancedknowledge in a practice area. There isalso a 640 hour experiential component.As of 2013, the debate in the professionhas focused on the OTD as the entry-leveland there are three new programs thatwill complete accreditation in 2013;three additional in candidate status;and six that have submitted candidate applications.

In 2013, a taskforce of the AOTABoard recommended that the OTD bemandated as the entry level by 2017and that all programs be in compliance

no later than 2020. Different from theentry-level OTD, there are also 25post-professional OTD programs thatappear to be most consistent with the“Bridge” post-professional programsdefined above.

In terms of OT practice, it should benoted that in OT, the masters and OTDlevels sit for the same certification examand meet the same licensing standardsand there is not a difference inreimbursement as the payment is based on “services provided by alicensed OT.” As for salaries, there is a trend toward higher starting salariesin academic health centers. Since this is in the early stage of development, thefindings are not yet available regardingthe impact of moving to the OTD onquality of practice, on public perceptionof competence, or on impact oninterprofessional relationships. In termsof the OTD- the entry-level enrollment isgrowing fast. For the post-professional,there is also increased demand,especially because entry-level programswill require that faculty have doctorates.One of the confusing pieces in OT isthat there are two different uses of theOTD – both in terms of entry andpost-professional. A small number ofpost-professional OTD programs havefunding to support students. There is nota move toward a PhD in OT.

WHAT CAN WE LEARN FROM PROGRAMS


In planning for the think tank, theplanning committee reached out to the

four existing programs that have alreadybegun to offer Advanced PracticeDoctorates – Aurora University, Universityof Pennsylvania, University of Tennesseeand Rutgers University. All but Aurorawere able to be represented at the thinktank and provided information about theirprograms and their current status. Thusfar, only Penn has awarded DSWs andonly Aurora does not also offer a PhD.

The programs were asked to address thedevelopment and current status of theDSW in their school in terms of when itstarted, the development process, howit differs from the PhD offered and howthe applicants differ, tuition and fundingsupport, enrollment, and programmaticrequirements, e.g., dissertation,internship, capstone project. They werealso asked to discuss the career plansfor the graduates, how the program hasbeen perceived/received by the facultyand any unintended results or effects ofthe DSW program. The followingsummarizes the Penn, Rutgers andTennessee presentations.

> UNIVERSITY OFPENNSYLVANIALina Hartocollis, Associate Dean forStudent Affairs and Director of ClinicalDSW Program

The Doctorate in Clinical Social Work(DSW) program at the University ofPennsylvania School of Social Policyand Practice was launched in 2007.The PhD director at the time was gettingmany inquiries from potential

applicants for whom the researchdegree was not a good fit. This begana discussion among the administrationand faculty that led to the decision toreinvent the defunct DSW degree as apractice doctorate. The idea was notonly to repurpose the DSW that theschool still had on its books, but toembark on an experiment of sorts thatwould introduce an entirely new breedof doctorate- a practice doctorate- forthe profession, with the hope that itwould catch on.

A two-year planning period ensued, ledby a workgroup composed of standingfaculty and social work practitionersfrom the community. The end goal wasto create a doctorate that was distinctlydifferent from the research-based PhDand that would respond to severaltroubling trends: 1. The shortage ofdoctoral trained faculty to teach inBSW and MSW programs, particularlyin the area of practice; 2. The significant

proportion of PhD graduates who chooseemployment outside the academy; 3. Themove to practice doctorates in otherprofessions and the risk of the socialwork profession being left behind; and4. The need for more clinical scholarshipand research that contributes to thesocial work knowledge base.

The intended outcomes of the programare to develop social work practiceexperts, educators, and leaders. Inconceptualizing the goals, structure,curriculum and outcomes for the DSW,the planning group made a deliberateeffort to make the DSW distinctlydifferent from the PhD. The programwas to be tightly structured into threeyears, including both courseworkand dissertation, with amplewriting and mentoring supportbuilt-in so that students wouldfinish the dissertation andgraduate on time. Thisdecision was aimed at

1 0> ADVANCED PRACTICE DOCTORATES: WHAT DO THEY MEAN FOR SOCIAL WORK PRACTICE, RESEARCH, AND EDUCATION

uired level of professional entry field and their accreditation

m (ACOTE) adopted this position andated that entry level must be

ccalaureate. In 2006, there was o create accreditation standards rent degree levels—masters level

nd doctoral level entry. Now in y have a set of standards for vel, and faculty must have a

ate to teach at the professional here is a requirement that faculty

ave one degree higher than eing taught.

cupational Therapy Doctorate entry-level accreditation standards

ut from practice, research andon in order to identifyencies for a graduate. There is

on leadership, scholarship andntial learning and a culminating that relates theory to practice

monstrates synthesis of advanceddge in a practice area. There is

640 hour experiential component. 013, the debate in the profession used on the OTD as the entry-level ere are three new programs that mplete accreditation in 2013;

dditional in candidate status; that have submitted

ate applications.

3, a taskforce of the AOTA recommended that the OTD beted as the entry level by 2017

at all programs be in compliance

no later than 2020. Different from theentry-level OTD, there are also 25post-professional OTD programs thatappear to be most consistent with the“Bridge” post-professional programsdefined above.

In terms of OT practice, it should benoted that in OT, the masters and OTDlevels sit for the same certification examand meet the same licensing standardsand there is not a difference inreimbursement as the payment is based on “services provided by alicensed OT.” As for salaries, there is a trend toward higher starting salariesin academic health centers. Since this is in the early stage of development, thefindings are not yet available regardingthe impact of moving to the OTD onquality of practice, on public perceptionof competence, or on impact oninterprofessional relationships. In termsof the OTD- the entry-level enrollment isgrowing fast. For the post-professional,there is also increased demand,especially because entry-level programswill require that faculty have doctorates.One of the confusing pieces in OT isthat there are two different uses of theOTD – both in terms of entry andpost-professional. A small number ofpost-professional OTD programs havefunding to support students. There is nota move toward a PhD in OT.

WHAT CAN WE LEARN FROM CURRENT DSWPROGRAMS


be a person?; and 2) How does clinicalpractice matter? The expectedcompetencies include meta-theoreticalanalytical skills, customized writing,enhancement of case supervision,clinical, and consultation skills. Theprogram structures its curriculum toemphasize advanced practice curiosity,empathy, and doubt. The program doesnot include a dissertation. Students case conference, with faculty andstudents, their case study throughout the three years.

The first cohort of students matriculatedin Fall of 2012. There have beenapproximately 100 completedapplications in the two cohorts, with 43 students in the current program: anacceptance rate of 40%. The studentsare diverse; almost half of the studentsare persons of color, with many Latinostudents and 14 students from out ofstate. The average age of thesepractitioner-scholars is 42, with anaverage 12 years post-Masters workhistory. Costs per year are $20,000 for out of state tuition, and $15,000in-state. In terms of financing theireducation, there are no TA’s, grants or scholarships; however, students areencouraged to teach part time andmany do. Students are financing theirDSW through financial aid and loans(55%); savings (27%); employerreimbursement (12%), and adjunctteaching (6%).

In terms of why the students choose theDSW—students are seeking to becomeclinical leaders – staying in practiceand providing supervision; students areseeking to step back from practice andto think and write; students desire topursue a practice-focused doctorate;and a few seek to teach full time.

The DSW supports the school bybringing in a talented pool of

advanced practitioners, developi incubator for new ideas like the wprogram and creating a new revstream. Rutgers has taken a meta-aapproach to practice and it is alspursuing the development of a Dmanagement concentration in 20

In terms of comparing the PhD anDSW programs, the DSW is govby the School of Social Work, no University Graduate School; the requires an MSW and clinicalexperience for admission, and the does not include a research methcurriculum, and is not primarily pregraduates for an academic caree goal of the DSW is to create pracexperts. Students seek advanced dbased upon their circumstances, and life-dreams. For more details the Rutgers DSW website:http://dsw.socialwork.rutgers.ed

> UNIVERSITY OFTENNESSEEDavid Patterson, Endowed Profes Mental Health Research and Pra Director - Clinical Doctorate Prog

The University of Tennessee begaplanning in 2010 by doing a maanalysis of employers in the state found that there was a strong defrom mid-career LCSWs for an addegree that was non-research intIn a survey of Tennessee’s LMSW LCSW, a majority expressed inte pursuing a practice doctorate in work if offered, with the highest ifrom those who worked in the fiebetween six and nine years. Ther also interest in a distance learnindelivery format and there was peto be no competition in terms of opractice-oriented doctoral level trin social work. After undergoing somewhat onerous approval proc

> ADVANCED PRACTICE DOCTORATES: WHAT DO THEY MEAN FOR SOCIAL WORK PRACTICE, RESEARC 1 1

addressing the completion rate problemthat is endemic in PhD programs insocial work and other disciplines. Thecourse scheduling and design wasplanned with working professionals inmind, and courses are delivered in amodified executive education format ofweekly core courses on applied clinicaltheory and research and monthlycourse modules covering clinicalcontent. The module structure allows forbringing in preeminent faculty andclinician experts from all over thecountry. Penn considers their A-list ofteaching faculty one of the hallmarks ofits program. The dissertation requirementallows the students to both contribute tothe professional knowledge base andbecome content experts in a clinicalpractice area of their choosing.

The quality standards for the DSW andPhD dissertations are the same, but the scale and scope of the DSWdissertations is typically smaller. All theDSW dissertations are published on theUniversity’s open forum electronicrepository for scholarly work, ScholarlyCommons (http://repository.upenn.edu/dissertations_sp2/). In this way theknowledge generated by the studentsmakes an immediate impact in the field.At last count, the forty-seven publisheddissertations had been downloadedover 50,000 times.

The program accepts 15 students peryear and DSW enrollments have had noimpact on the school’s PhD program.When the program started, DSWstudents were self-funded, most througha combination of loans and personalresources. The program has beenbuilding an endowed scholarship fundand was able to start giving merit awardslast year that average $15,000 acrossthe 3 years. Vigorous efforts to raiseDSW scholarship money are a schoolpriority. The tuition is $26,000 per year.

Penn’s is the only DSW among the newprograms that has been in existencelong enough to have graduates. As offall 2013 there have been fourgraduating classes. Eighty percent of thestudents have completed the program in3 years. Every student is offered theopportunity for a paid TA-ship and thereis an emphasis in the coursework andintensive mentoring on teaching. Of thegraduates, 20% are teaching full timeand another 35% are teaching part-timeat schools around the country. The DSWgraduates who teach at Penn consistentlyearn top scores in their courseevaluations. Although the standing facultyhad reservations about re-starting theDSW program, they now support it andfind teaching and mentoring the DSWstudents to be very rewarding. For moreinformation visit www.sp2.upenn.edu/programs/dsw/index.html.

> RUTGERS UNIVERSITYJerry Floersch, Associate Professor and DSW Director

Rutgers saw a senior clinical shortage,largely due to retirement, policy andfunding changes and declines inpractice knowledge because it is lesscommon for the profession to findhighly skilled and knowledgeablelong-tenured agency social workers.

This causes an absence of context-dependent knowledge, which waspassed down through supervision. With these changes occurring, Rutgersembarked on a planning processbetween 2009 and 2011, includingopen forums with NASW and theClinical Society as well as with facultyand alumni. In order to launch theprogram, Rutgers had to go throughseveral approval processes, includingthe full faculty, the university and stateapproval.

The resulting program was a three yearprogram for full-time workingpractitioners with 24 once-monthlyweekend residences and nine on-lineresidencies (33 total residences overthree years). The modular deliveryallows for curriculum flexibility andtailors the program to cohort specificneeds. Examples of module clustertopics: Philosophy of Mind/SocialScience; Emotion-Depression, Anxiety,Empathy; Therapeutic mechanisms;Therapeutic Alliance; Attachment andAffect Regulation; Reading Seminar;and Writing Workshop.

This is not like a continuing educationprogram where people attend andleave. The intended outcome is to nothave a division between research andpractice. The focus is on teachingpractitioners how to produce knowledgewith an “n of one.” Students write casestudies that frame theory-to-practice,and evidence-based practice dilemmasderived from actual practice experience.The goal is for dissemination to occurthrough traditional publications andon-line. There are also Internetmulti-media projects, placing the case study in layers of context.

The curriculum focuses on advancedpractice, asking two simple, yet difficultquestions: 1) How do social workersstudy and understand what it means to


be a person?; and 2) How does clinicalpractice matter? The expectedcompetencies include meta-theoreticalanalytical skills, customized writing,enhancement of case supervision,clinical, and consultation skills. Theprogram structures its curriculum toemphasize advanced practice curiosity,empathy, and doubt. The program doesnot include a dissertation. Students case conference, with faculty andstudents, their case study throughout the three years.

The first cohort of students matriculatedin Fall of 2012. There have beenapproximately 100 completedapplications in the two cohorts, with 43 students in the current program: anacceptance rate of 40%. The studentsare diverse; almost half of the studentsare persons of color, with many Latinostudents and 14 students from out ofstate. The average age of thesepractitioner-scholars is 42, with anaverage 12 years post-Masters workhistory. Costs per year are $20,000 for out of state tuition, and $15,000in-state. In terms of financing theireducation, there are no TA’s, grants or scholarships; however, students areencouraged to teach part time andmany do. Students are financing theirDSW through financial aid and loans(55%); savings (27%); employerreimbursement (12%), and adjunctteaching (6%).

In terms of why the students choose theDSW—students are seeking to becomeclinical leaders – staying in practiceand providing supervision; students areseeking to step back from practice andto think and write; students desire topursue a practice-focused doctorate;and a few seek to teach full time.

The DSW supports the school bybringing in a talented pool of

advanced practitioners, developing anincubator for new ideas like the writingprogram and creating a new revenuestream. Rutgers has taken a meta-analyticapproach to practice and it is alsopursuing the development of a DSWmanagement concentration in 2015.

In terms of comparing the PhD andDSW programs, the DSW is governedby the School of Social Work, not theUniversity Graduate School; the DSWrequires an MSW and clinicalexperience for admission, and the DSWdoes not include a research methodscurriculum, and is not primarily preparinggraduates for an academic career. Thegoal of the DSW is to create practitionerexperts. Students seek advanced degreesbased upon their circumstances, desiresand life-dreams. For more details, visitthe Rutgers DSW website:http://dsw.socialwork.rutgers.edu/.

> UNIVERSITY OFTENNESSEEDavid Patterson, Endowed Professor inMental Health Research and Practice &Director - Clinical Doctorate Program

The University of Tennessee beganplanning in 2010 by doing a marketanalysis of employers in the state andfound that there was a strong demandfrom mid-career LCSWs for an advanceddegree that was non-research intensive.In a survey of Tennessee’s LMSW andLCSW, a majority expressed interest inpursuing a practice doctorate in socialwork if offered, with the highest interestfrom those who worked in the fieldbetween six and nine years. There wasalso interest in a distance learningdelivery format and there was perceivedto be no competition in terms of otherpractice-oriented doctoral level trainingin social work. After undergoing asomewhat onerous approval process,

the DSW was approved. The approvalprocess included approval by theCollege faculty, Graduate School,Faculty Senate, Campus administration,Board of Trustees and the TennesseeHigher Education Commission.Although there was some historicalfaculty ambivalence, the faculty didvote to approve the program andfaculty do teach across programs.

In terms of interest in the program, inthe first year there were 42 applicantsand 20 were admitted, and continuewith a 50% admission rate. The secondcohort began in the fall of 2012 with39 applicants for 20 spots and the thirdcohort in 2013 had 54 applicants for20 spots.

The expectation is that students whocomplete the DSW should be able todo evidence-based practices and theirimplementation, should be incollaborative leadership roles, should beable to utilize technology to enhancepractice, and to do client-focusedoutcome-based research. There are fourpractice domains in the DSW program:addictions, psychodynamics, cognitivebehavior, trauma, prevention, andintervention methods. The program istaught through on-line synchronous andasynchronous models. Real-time coursesmake extensive use of interactive videoand instructional media. Students spendone week each summer on the UTKnoxville campus engaged in intensiveknowledge and skills development.

The DSW students acquire knowledgethat they did not get in their MSWprograms, nor were they able toexplore issues with the same levelof depth. There is not adissertation required. Rather,the expectation is thecompletion of two capstoneprojects that will be


ogram accepts 15 students per nd DSW enrollments have had no

on the school’s PhD program. he program started, DSWs were self-funded, most through

bination of loans and personales. The program has beeng an endowed scholarship fund

s able to start giving merit awards ar that average $15,000 across ears. Vigorous efforts to raise

cholarship money are a school The tuition is $26,000 per year.

s the only DSW among the newms that has been in existence

ough to have graduates. As of 3 there have been four

ting classes. Eighty percent of thes have completed the program in

. Every student is offered theunity for a paid TA-ship and there

mphasis in the coursework ande mentoring on teaching. Of thetes, 20% are teaching full time

other 35% are teaching part-time ols around the country. The DSW

tes who teach at Penn consistently p scores in their course

ons. Although the standing faculty ervations about re-starting the

rogram, they now support it and ching and mentoring the DSW

s to be very rewarding. For moreation visit www.sp2.upenn.edu/ms/dsw/index.html.

TGERS UNIVERSITY oersch, Associate Professor SW Director

saw a senior clinical shortage, due to retirement, policy and changes and declines in

e knowledge because it is lessn for the profession to find

skilled and knowledgeablenured agency social workers.

This causes an absence of context-dependent knowledge, which waspassed down through supervision. With these changes occurring, Rutgersembarked on a planning processbetween 2009 and 2011, includingopen forums with NASW and theClinical Society as well as with facultyand alumni. In order to launch theprogram, Rutgers had to go throughseveral approval processes, includingthe full faculty, the university and stateapproval.

The resulting program was a three yearprogram for full-time workingpractitioners with 24 once-monthlyweekend residences and nine on-lineresidencies (33 total residences overthree years). The modular deliveryallows for curriculum flexibility andtailors the program to cohort specificneeds. Examples of module clustertopics: Philosophy of Mind/SocialScience; Emotion-Depression, Anxiety,Empathy; Therapeutic mechanisms;Therapeutic Alliance; Attachment andAffect Regulation; Reading Seminar;and Writing Workshop.

This is not like a continuing educationprogram where people attend andleave. The intended outcome is to nothave a division between research andpractice. The focus is on teachingpractitioners how to produce knowledgewith an “n of one.” Students write casestudies that frame theory-to-practice,and evidence-based practice dilemmasderived from actual practice experience.The goal is for dissemination to occurthrough traditional publications andon-line. There are also Internetmulti-media projects, placing the case study in layers of context.

The curriculum focuses on advancedpractice, asking two simple, yet difficultquestions: 1) How do social workersstudy and understand what it means to


> PERSPECTIVES OFEMPLOYERS Wayne Lindstrom, PhD, Consultant,SocioTech

Wayne Lindstrom, who has had a fullcareer in public and privateorganizations, in managed care, innational organizations and as aconsultant, provided a perspective assomeone who has been in the positionto hire social workers and to pay forthe services of social workers. Thesocial work profession and the servicessystems that we work in are continuallyevolving and a strength of the MSW isthat it is a terminal degree that affordsthe opportunity to practice in manydomains and settings. Our corecompetencies related to understandingsocial systems equip us to design,modify, and navigate new servicedelivery systems.

The situation, that we find ourselves intoday, is reminiscent of the 1980s whenhealthcare costs were uncontrollablyescalating and employers wereclamoring for ways to reduce theemployee health benefit burden andwere increasingly concerned about theimpact of these costs on the U.S. globalcompetitive position. Health MaintenanceOrganizations (HMO) were heralded atthe time as the way to bring health carecosts under control by managing healthcare utilization, by preventing illness,and by keeping enrollees healthy. Ashealth plans became corporate interests,HMOs became less concerned aboutthese originally stated aims and insteadfocused on market dominance,increasing enrollment, and quarterlyprofits. Once utilization had beenratcheted down to the maximum extent

possible, HMOs had to look tosuccessive iterations of “right-siziand to shifting to other markets,products, and services in order tosatisfy shareholders. Throughout era of managed care, clinical soworkers met the needs for behavhealthcare services quite aptly.

Lindstrom shared a concrete examfrom his career when he wasresponsible, in the early 1990s, managing a behavioral healthcacarve-out for a health plan in Oh had been purchased by a nationmanaged care corporation. At th of the purchase, the network ofbehavioral health providers wasexclusively comprised of 1500psychiatrists who were reimburse$125 for an hour of service whicincluded payment for providingpsychotherapy. Subsequent to thepurchase, a new provider netwo developed that left the network wapproximately 200 psychiatrists would primarily provide medicatmanagement services. Approxim1300 master-level clinicians, mos


publishable. The first capstone projectis a review of the theoretical andempirical literature pertaining to anintervention, clinical problem, orpopulation germane to the student’sarea of practice. The second capstonereports the results of a clinical researchstudy conducted by the student.

In terms of costs to the students, tuitionfor the DSW is not supported, and DSWstudents pay an extra distance learningfee. Most students are self-pay, with a

few receiving some support from theiremployers. Since students are mostlypaying out of pocket, they are highlymotivated to have their DSW studies bea highly meaningful experience.

Students in the DSW program areworking in one of four practice domains -agency-based practice, military practice(active duty, Department of Defense,Veterans Administration), academicsettings, and private practice. In orderto participate in the program, students

must maintain at least four to six hoursof clinical practice, per week. In termsof future career plans most students planto remain in their area of practice butto move into more clinical leadershiproles. The students are more diversethan PhD students and are coming from24 states. While the first cohort ofstudents was almost all female (90%),the second and third cohorts included35% and 25% of males respectively. Formore information visit www.csw.utk.edu/students/dsw/index.html.

WHAT DOES THE MARKETPLA University of Tennessee Curriculum Comparison


> PERSPECTIVES OFEMPLOYERS Wayne Lindstrom, PhD, Consultant,SocioTech

Wayne Lindstrom, who has had a fullcareer in public and privateorganizations, in managed care, innational organizations and as aconsultant, provided a perspective assomeone who has been in the positionto hire social workers and to pay forthe services of social workers. Thesocial work profession and the servicessystems that we work in are continuallyevolving and a strength of the MSW isthat it is a terminal degree that affordsthe opportunity to practice in manydomains and settings. Our corecompetencies related to understandingsocial systems equip us to design,modify, and navigate new servicedelivery systems.

The situation, that we find ourselves intoday, is reminiscent of the 1980s whenhealthcare costs were uncontrollablyescalating and employers wereclamoring for ways to reduce theemployee health benefit burden andwere increasingly concerned about theimpact of these costs on the U.S. globalcompetitive position. Health MaintenanceOrganizations (HMO) were heralded atthe time as the way to bring health carecosts under control by managing healthcare utilization, by preventing illness,and by keeping enrollees healthy. Ashealth plans became corporate interests,HMOs became less concerned aboutthese originally stated aims and insteadfocused on market dominance,increasing enrollment, and quarterlyprofits. Once utilization had beenratcheted down to the maximum extent

possible, HMOs had to look tosuccessive iterations of “right-sizing,”and to shifting to other markets,products, and services in order tosatisfy shareholders. Throughout thisera of managed care, clinical socialworkers met the needs for behavioralhealthcare services quite aptly.

Lindstrom shared a concrete examplefrom his career when he wasresponsible, in the early 1990s, formanaging a behavioral healthcarecarve-out for a health plan in Ohio thathad been purchased by a nationalmanaged care corporation. At the timeof the purchase, the network ofbehavioral health providers wasexclusively comprised of 1500psychiatrists who were reimbursed$125 for an hour of service whichincluded payment for providingpsychotherapy. Subsequent to thepurchase, a new provider network wasdeveloped that left the network withapproximately 200 psychiatrists whowould primarily provide medicationmanagement services. Approximately1300 master-level clinicians, mostly

social workers, were added to thenetwork that were reimbursed $55 foran hour of psychotherapy. MSWsbecame the discount degree of choicefor this and most other health plansacross the country.

It wasn’t only psychiatry that wasradically affected by managed care.The same could be said of psychology.Under managed care, networkdevelopment tended to limit the numberof psychologists. Since this professiondesignated a PhD as its terminalpractice degree, the cost-benefitanalysis by managed care was againin favor of the MSW. In addition, theutilization of psychological testing wastightly managed, further limiting thescope of psychological services thatmanaged care was willing to reimburse.

For many health plans, there is notcurrently parity between socialwork doctoral level practitionersand their counterparts inpsychology. Psychologistsgenerally command ahigher reimbursement


eiving some support from theirers. Since students are mostly out of pocket, they are highlyed to have their DSW studies be

y meaningful experience.

s in the DSW program areg in one of four practice domains --based practice, military practice duty, Department of Defense,s Administration), academic, and private practice. In order

cipate in the program, students

must maintain at least four to six hoursof clinical practice, per week. In termsof future career plans most students planto remain in their area of practice butto move into more clinical leadershiproles. The students are more diversethan PhD students and are coming from24 states. While the first cohort ofstudents was almost all female (90%),the second and third cohorts included35% and 25% of males respectively. Formore information visit www.csw.utk.edu/students/dsw/index.html.

WHAT DOES THE MARKETPLACE WANT & NEEDUniversity of Tennessee Curriculum Comparison


of ASWB is to strengthen protection ofthe public by providing support andservices to the social work regulatorycommunity to advance safe, competentand ethical practice.

Legal regulation of social work practiceestablishes minimum competencystandards to enter practice and providesoversight so that the licensed socialworker maintains safe, competent andethical practice. The minimumrequirements encompass Education,usually a BSW or MSW degree from aCSWE or CASWE accredited school orprogram; Experience, usually a practicumexperience during education and postdegree experience under supervision;and passing one of the ASWBExaminations and a jurisprudence exam.

Thirty-eight states license BSWpractitioners and forty states license atthe MSW level upon graduation froman accredited institution. Ten statesprovide a license for advanced macropractice, requiring an MSW degreeand at least two years of post-mastersexperience. All 50 states, District ofColumbia, the Virgin Islands and Guamlicense clinical social workers, requiringan MSW degree and from 2-5 years ofsupervised clinical practice.

Regarding the DSW or PhD degrees,currently, forty states mention or allow adoctorate or higher degree than theMSW for licensure as a clinical oradvanced macro practice practitioner.Ten states specifically require the MSW

degree in their Law and/or state social work degree must be gran“from a school/program accredi CSWE.” Seven of these states(Arkansas, California, Georgia,Louisiana, Maryland, Oklahoma Oregon) do not mention either thDSW or PhD degrees. Minnesotarequires the “graduate degree” t earned in “social work, accredite CSWE or the Canadian equivaleNew Mexico’s regulatory languastates ”at least an MSW.” New Yallows for either a DSW or PhDdegree, but requires certain cliniccourses that the Board would revaccording to their rules and regu

It seems that at least in these ten having a DSW or PHD that does require an MSW degree or is noearned in a CSWE- accredited scprogram would not be recognize these states as meeting the educarequirements.

Social work is now a regulatedprofession and regulation is good the profession, the individual socwork practitioner and definitely tpublic. However, there are conceand issues that need to be mentioDespite more acceptance of licenmany loopholes and exemptions in various state’s regulations, proan analogy to “Swiss cheese reguThis means that there are moreexemptions to the law than inclus the law and that many practitionecontinue to practice without a lice


level by virtue of having a PhD, whilemany social work PhDs get reimbursedat the Master’s level. The behavioralhealth leadership within managed caretends to be dominated by psychiatristsand psychologists who tend to believethat the doctoral level social workerdoes not have the clinical competencyto merit reimbursement beyond what aMaster’s level clinician receives.

So the question is, “Does the marketplacewant or need doctoral level social workclinicians?” Lindstrom’s response is anunequivocal, “No.” There appears,from the presentations at this think tank,that Master’s level social work cliniciansare advocating for a clinical doctorateto both upgrade their clinical skills andtheir professional standing. Graduateschools of social work can certainlyrush to respond to that demand, butthen what? Managed care will notcommensurately rush in to changesocial work’s favored “discount” status.

In addition, it is important toacknowledge that there are manysocial work clinicians that are leavingtraditional private practice.Reimbursement rates for their serviceshave remained stagnant for 30 yearswhile each year their costs ofmaintaining a private practice continueto escalate. As a result, each year they

have to work harder and longer andmake less. But inadequate reimbursementis not the only issue. Many are frustratedby the barriers to reimbursement posedby managed care service authorizationprocesses. In response, many are,moving to accept “cash only” in orderto avoid insurance requirements andeither walking away from managedcare provider contracts or leaving thepayer reimbursement problem with theclient. Social workers are alsobeginning to walk away from theirsocial work licensure and insteadpursue the role of “life coaches” orpastoral counselors.

Today, we are again in a rapidlychanging healthcare marketplace withthe implementation of the PatientProtection and Affordable Care Act(PPACA). Social workers still provide75% of the psychotherapy in thiscountry but this may be rapidlychanging. We are already experiencinga serious shortage of practitioners acrossall of the behavioral health disciplines,including social work. This is occurringjust at the time when demand forservices is expected to increasedramatically due to the expansion ofinsurance coverage to another 40 millionAmericans. To exacerbate conditionsfurther, the publicly funded behavioralhealth treatment system experiencedover $4.5 billion dollars in cuts sincethe economic recession of 2008 asstates have attempted to grapple withtheir respective budget crises.

This behavioral health treatmentinfrastructure was constructed over thecourse of 50 years and is in the processof being eclipsed. With the expectationunder PPACA that behavioral healthcareis integrated with the rest of healthcare,behavioral health provider organizationsare merging with Federally QualifiedHealth Centers or becoming FQHCs, or

are being acquired by health systemsor private equity firms. These willbecome new practice structures thathold out many of the same promisesmade by HMOs beginning over 30years ago – to reduce healthcare costs,improve the quality of healthcare, andkeep people healthy. Whether thesepromises are met will depend in parton whether the behavioral health andhuman service disciplines, includingsocial workers, provide the leadershipnecessary to establish and holdaccountable the newly developingservice structures, rather than fall victimto them later.

Looking to the future, Dr. Lindstrom waspessimistic about DSWs as a way forclinicians to make more money, or tochange the marketplace. In thinkingabout the unique qualities of socialwork he recommended providing moreintegrative joint degree programs tomake social workers more marketableand in this changing landscape. Healso cautioned that the professionneeds to do more about returning to itsroots associated with social change,justice, advocacy, and prevention.

> PRACTICE DOCTORATESAND LICENSINGMary Jo Monahan, CEO, Associationof Social Work Boards

Regulators in states, provinces andjurisdictions throughout North Americahave determined that the practice ofsocial work is so critical to the health,welfare and safety of their citizens thatit must be legally regulated. Because“protection of the public” is the purposeof legal regulation, licensing lawsprovide legal recourse to clients whoare harmed by a licensed practitionerin the delivery of service. The mission


of ASWB is to strengthen protection ofthe public by providing support andservices to the social work regulatorycommunity to advance safe, competentand ethical practice.

Legal regulation of social work practiceestablishes minimum competencystandards to enter practice and providesoversight so that the licensed socialworker maintains safe, competent andethical practice. The minimumrequirements encompass Education,usually a BSW or MSW degree from aCSWE or CASWE accredited school orprogram; Experience, usually a practicumexperience during education and postdegree experience under supervision;and passing one of the ASWBExaminations and a jurisprudence exam.

Thirty-eight states license BSWpractitioners and forty states license atthe MSW level upon graduation froman accredited institution. Ten statesprovide a license for advanced macropractice, requiring an MSW degreeand at least two years of post-mastersexperience. All 50 states, District ofColumbia, the Virgin Islands and Guamlicense clinical social workers, requiringan MSW degree and from 2-5 years ofsupervised clinical practice.

Regarding the DSW or PhD degrees,currently, forty states mention or allow adoctorate or higher degree than theMSW for licensure as a clinical oradvanced macro practice practitioner.Ten states specifically require the MSW

degree in their Law and/or state thesocial work degree must be granted“from a school/program accredited byCSWE.” Seven of these states(Arkansas, California, Georgia,Louisiana, Maryland, Oklahoma andOregon) do not mention either theDSW or PhD degrees. Minnesotarequires the “graduate degree” to beearned in “social work, accredited byCSWE or the Canadian equivalent.”New Mexico’s regulatory languagestates ”at least an MSW.” New Yorkallows for either a DSW or PhDdegree, but requires certain clinicalcourses that the Board would reviewaccording to their rules and regulations.

It seems that at least in these ten states,having a DSW or PHD that does notrequire an MSW degree or is notearned in a CSWE- accredited school/program would not be recognized bythese states as meeting the educationalrequirements.

Social work is now a regulatedprofession and regulation is good forthe profession, the individual socialwork practitioner and definitely thepublic. However, there are concernsand issues that need to be mentioned.Despite more acceptance of licensure,many loopholes and exemptions remainin various state’s regulations, promptingan analogy to “Swiss cheese regulation.”This means that there are moreexemptions to the law than inclusions inthe law and that many practitionerscontinue to practice without a license.

Many rural areas cannot attractsufficient licensed social workers at alllevels to meet the mental health andsocial services needs of the communities.Some jurisdictions are exploring waysto certify or regulate allied practitionerswithout social work degrees to providethe needed social services. This confusesthe public regarding the value of socialwork licensure, particularly at the BSW level.

From a regulatory viewpoint, there isconcern about positioning the DSW asthe terminal degree or standard forpractice as a clinical social worker.Some may advocate for clinical socialworkers to be regulated by a separateboard from non-clinical social workers.Also, requiring the DSW degree for theclinical license would severely limit thenumber of competent social workers whowould be eligible, thus raising barriersto licensure and further diminishing theavailability of licensed practitioners.

Attaining a license is a workforce issuefor social workers and for the profession.Changes within the profession,especially in education and practicestandards, definitely have significantimpacts on the regulation of social workpractice. ASWB appreciates theopportunity to participate in this ThinkTank, educate and work together withour social work partners in order todevelop understanding and come toconsensus as needed.


work harder and longer and ess. But inadequate reimbursement

he only issue. Many are frustrated barriers to reimbursement posed aged care service authorization

ses. In response, many are, to accept “cash only” in order

d insurance requirements and walking away from managed

ovider contracts or leaving the eimbursement problem with the Social workers are also

ng to walk away from their work licensure and instead the role of “life coaches” orl counselors.

we are again in a rapidlyng healthcare marketplace with

lementation of the Patienton and Affordable Care Act

A). Social workers still provide the psychotherapy in this

but this may be rapidlyng. We are already experiencing

us shortage of practitioners across e behavioral health disciplines,

ng social work. This is occurring he time when demand for

s is expected to increaseically due to the expansion ofce coverage to another 40 millionans. To exacerbate conditions the publicly funded behavioral

reatment system experienced 4.5 billion dollars in cuts since

nomic recession of 2008 as ave attempted to grapple with

spective budget crises.

havioral health treatmentucture was constructed over the of 50 years and is in the process

g eclipsed. With the expectation PACA that behavioral healthcare

rated with the rest of healthcare,oral health provider organizations

rging with Federally Qualified Centers or becoming FQHCs, or

are being acquired by health systemsor private equity firms. These willbecome new practice structures thathold out many of the same promisesmade by HMOs beginning over 30years ago – to reduce healthcare costs,improve the quality of healthcare, andkeep people healthy. Whether thesepromises are met will depend in parton whether the behavioral health andhuman service disciplines, includingsocial workers, provide the leadershipnecessary to establish and holdaccountable the newly developingservice structures, rather than fall victimto them later.

Looking to the future, Dr. Lindstrom waspessimistic about DSWs as a way forclinicians to make more money, or tochange the marketplace. In thinkingabout the unique qualities of socialwork he recommended providing moreintegrative joint degree programs tomake social workers more marketableand in this changing landscape. Healso cautioned that the professionneeds to do more about returning to itsroots associated with social change,justice, advocacy, and prevention.

> PRACTICE DOCTORATESAND LICENSINGMary Jo Monahan, CEO, Associationof Social Work Boards

Regulators in states, provinces andjurisdictions throughout North Americahave determined that the practice ofsocial work is so critical to the health,welfare and safety of their citizens thatit must be legally regulated. Because“protection of the public” is the purposeof legal regulation, licensing lawsprovide legal recourse to clients whoare harmed by a licensed practitionerin the delivery of service. The mission


terminal degree in social work. Thusfar, the DSWs that will emerge are aminiscule # of social work graduateseach year.

> The value that an Advanced PracticeDoctorate can have for the socialwork profession.» Increased status at the

interdisciplinary/interprofessionaltable – in case conferences andother professional endeavors.

» Enhanced BSW and MSW practiceby having DSW as lead clinicians,supervisors, and mentors.

» Enhanced both MSW and BSWeducation, as advancedpractitioners become part of theeducational workforce.

» Providing an opportunity in socialwork to acquire a doctorate,rather than choosing anotherprofessional doctorate – thuskeeping social workers identifiedwith social work.

» As agencies provide lesssupervision and professionadevelopment, practitioners seek this on their own and pa DSW is one avenue to do

> CONUNDRUMS> There is a need to shrink the

Research-Practice divide, notstrengthen it.» How will DSWs and PhDs

collaborate? Who will foste collaboration?

» What role will DSWs have using research knowledge tinform practice and in devenew knowledge?

» Is there a need in social wo the “practitioner-scholar” – DSW a way to achieve this

> Is there an organizational hom DSW education – should it beGADE? should it be CSWE?


After hearing from all of thepresenters, the participants were

assigned to small groups to discusstargeted questions and to identify areaswhere the group had consensus as wellas to identify where there was aconundrum and additional informationwas needed. The questions consideredby six groups were:> What are the implications of the

practice doctorate for the MSW asthe terminal degree?

> Social work has made considerablestrides in establishing its scientific andresearch base. What effects mightpractice doctorates have on this?

> Discuss the risks and benefits ofaccreditation vs. a set of nationalguidelines for practice doctoralprograms?

> What are the market forces for thepractice doctorate in social work?How will the practice doctorate affectpublic perceptions of the professionand perceptions of governmentagencies, payers, & employers?

> Discuss the potential issues ofcompetition for funding within socialwork and competition among socialwork and other disciplines for pursuingpractice-focused doctoral education?

> What are the expectations andoutcomes for graduates of practicedoctoral programs?

After the first round of small groups,participants moved to a second groupand could add new information to thatgroup’s discussion. Since there wasoverlap in the output from each of thegroups – the following summarizes thekey areas of consensus and areaswhich continue to be conundrums. Itshould be noted that the areas ofconsensus and conundrum build on theissues raised by the participants at thebeginning of the think tank.

> CONSENSUS> Advanced Practice Doctorates in

Social Work will continue to emerge — “the train has already left the station.” » Demand is represented by the

number of students ready andwilling to invest in acquiring anAdvanced Practice Doctorate inSocial Work.

» DSWs might have enhancedstatus in the practice communityand help social workers competefor higher level jobs rather than

being perceived to be thediscount degree.

> Advanced Practice Doctorates inSocial Work can be vehicles forproducing practice-relevantknowledge and in for disseminatingresearch to practice.» There is an explosion of science

to disseminate to practice andDSWs might be a mechanism tohelp this occur.

» Drawing from the practiceexperience of DSW students, theirsmall scale and case studies, cancontribute to the production ofmore practice-based and practicerelevant knowledge.

> There should be a balance betweeninnovation and guidelines» Accreditation might be down the

road, but not now.» Might consider a tiered process of

starting with minimal guidelines. » Some type of capstone project

that integrates theory, researchand practice should be required.

> MSW, for now, and perhaps wellinto the future, will be considered a

CONSENSUS & CONUNDRUM

Positive Outcomes of Advanced Practice Doctorates in Social Work


terminal degree in social work. Thusfar, the DSWs that will emerge are aminiscule # of social work graduateseach year.

> The value that an Advanced PracticeDoctorate can have for the socialwork profession.» Increased status at the

interdisciplinary/interprofessionaltable – in case conferences andother professional endeavors.

» Enhanced BSW and MSW practiceby having DSW as lead clinicians,supervisors, and mentors.

» Enhanced both MSW and BSWeducation, as advancedpractitioners become part of theeducational workforce.

» Providing an opportunity in socialwork to acquire a doctorate,rather than choosing anotherprofessional doctorate – thuskeeping social workers identifiedwith social work.

» As agencies provide lesssupervision and professionaldevelopment, practitioners mustseek this on their own and pursinga DSW is one avenue to do so.

> CONUNDRUMS> There is a need to shrink the

Research-Practice divide, notstrengthen it.» How will DSWs and PhDs

collaborate? Who will foster thiscollaboration?

» What role will DSWs have inusing research knowledge toinform practice and in developingnew knowledge?

» Is there a need in social work forthe “practitioner-scholar” – is theDSW a way to achieve this?

> Is there an organizational home forDSW education – should it beGADE? should it be CSWE?

> Are some regions going to see more of a move to DSWs because of the differing markets for clinicalpractice – e.g., the New York Cityarea where competition amongclinicians is very high?

> Concern about financing DSWeducation: Will persons pursuing aDSW degree acquire moreeducational debt? Will increasedpay and reimbursement ratespotentially off-set the increased costof education?

> Need to focus on expected outcomesof DSWs. What are the outcomesthat will be important for the DSW tobe valued?

> Not clear if DSWs will get paid morethan MSWs – not necessarilyhappening now.» What do we need to learn

from payers?» What outcomes information do

we need to provide to payers? > Is it feasible to get a professional

practice PhD in social work, (e.g.,Smith College) or must/should it be a DSW?

> Will Advanced Practice Doctoratesin Social Work emerge in areasbeyond clinical practice? » Rutgers is in the planning stage

for a track in management.» Should we have a big tent and

use the term Advanced Practice,rather than Clinical?

> Is this a good time to expand theoffering of DSWs when competitionis tight among professions; funding istight for grants and to supportprofessional development andprofessional education, and funding is tight to pay cliniciansat increased rates?


e first round of small groups,pants moved to a second group

uld add new information to that discussion. Since there was in the output from each of the – the following summarizes the

as of consensus and areas continue to be conundrums. It be noted that the areas ofsus and conundrum build on the

aised by the participants at theng of the think tank.

ONSENSUSanced Practice Doctorates in al Work will continue to rge — “the train has already

he station.” emand is represented by theumber of students ready andilling to invest in acquiring andvanced Practice Doctorate inocial Work.SWs might have enhancedatus in the practice communitynd help social workers competer higher level jobs rather than

being perceived to be thediscount degree.

> Advanced Practice Doctorates inSocial Work can be vehicles forproducing practice-relevantknowledge and in for disseminatingresearch to practice.» There is an explosion of science

to disseminate to practice andDSWs might be a mechanism tohelp this occur.

» Drawing from the practiceexperience of DSW students, theirsmall scale and case studies, cancontribute to the production ofmore practice-based and practicerelevant knowledge.

> There should be a balance betweeninnovation and guidelines» Accreditation might be down the

road, but not now.» Might consider a tiered process of

starting with minimal guidelines. » Some type of capstone project

that integrates theory, researchand practice should be required.

> MSW, for now, and perhaps wellinto the future, will be considered a

ONSENSUS & CONUNDRUM

Positive Outcomes of Advanced Practice Doctorates in Social Work


> ADVANCED PRACTICE DOCTORATES: WHAT DO THEY MEAN FOR SOCIAL WORK PRACTICE, RESEARC

> SUMMARYConvening representatives from practice,legal regulation, education and researchprovided a valuable venue to betterunderstand the emergence of AdvancedPractice Doctorates in Social Work. Thelessons learned from psychology, nursingand occupational therapy regardingtheir own efforts to launch practicedoctorates were instructive. It highlightedthe roles that outside forces (for example,Institute of Medicine reports), knowledgedevelopment, practice changes andpractice specializations have had intheir own evolutions. Hearing in detailfrom three of the current DSW programs

provided an opportunity to explo similarities and differences amon programs as well as how they m distinguished from PhD programs social work. The role that DSWs have in both knowledge developand knowledge transfer was desand the ability of the DSWs progto attract a diverse pool of studen an important marker. There is a cinterest in shrinking the research-pdivide as well. It is clear from thisconversation and from discussion deans and directors in social wo there will be more Advanced Praprograms emerging over the nex

1 9

CONTINUE DIALOGUE AND REACHOUT TO ADDITIONAL STAKEHOLDERS> Continue trans-social work

discussions/dialogue aboutemergence of Advanced PracticeDoctorates in Social Work» Continue conversation through the

Leadership Roundtable.> Encourage discussion through

dialogues between NASW chaptersand social work education programs.

> Promote future conversations thatinclude the voice of students who arepursuing advanced practicedoctorates.

> Broaden discussion to engageadditional stakeholders.» Agencies and organizations that

hire social workers and that payfor social work services (AmericanPublic Human Services Association,child welfare workers, etc.,)

» Include in discussions those whoprovide non-traditional social workeducation (e.g., Walden, Capella).

» Engage federal agencies, e.g.,Centers for Medicare andMedicaid Services (CMS) that setstandards for reimbursement anddefinitions of social work indifferent health care settings aswell as SAMHSA, ACF, HRSA,Administration on CommunityLiving – that fund services thatsocial workers provide in publicand private agencies as well asthe Department of Veterans Affairswhich is the largest employer ofsocial workers in the country.

SUPPORT INNOVATION WHILECONSIDERING GUIDELINES ANDSTANDARDS> Continue to define and differentiate

levels of social work practice andtheir expectations and competencies– BSW, MSW, Advanced PracticeMSW, DSW, PhD.

> Track growth and development ofprograms and their common andunique characteristics.

> Determine process for developingguidelines that set broad parameters,phase in standards, and do not stifleinnovation. » Clarify who will take the lead in

such a process and issues ofaccountability.

» Consider at what point fullguidelines, like the GADE QualityGuidelines should be developedand by whom.

» Consider at what point accreditationof programs might be pursued.

THOUGHTFULLY EXAMINE, STUDY ANDREPORT ON OUTCOMES AND RESULTS> Create mechanisms to continually

monitor and assess status.> Continue to look at cost-benefit of

DSW.> Continue to look at impact of DSW

growth on commitment to the MSWas a terminal degree.

> Examine the impact DSW programdevelopment might have onadvanced practice credentials (BCD,NASW Credentials) and licensing.

> Explore reasons for high interest leveland attraction of social workers ofcolor to pursue Advanced PracticeDoctorates in Social Work. What canbe learned not just in terms of DSWprograms, but what can be transferredto attracting additional students ofcolor to the profession overall.

> Create scholarship about AdvancedPractice Doctorates in Social Work.» Pursue special issue or section in

high impact social work journals(e.g., NASW journals).

» Develop a process to disseminateoutcomes from both PhD andDSW dissertations and capstoneprojects to inform the profession.

RECOMMENDED NEXT STEPS



> SUMMARYConvening representatives from practice,legal regulation, education and researchprovided a valuable venue to betterunderstand the emergence of AdvancedPractice Doctorates in Social Work. Thelessons learned from psychology, nursingand occupational therapy regardingtheir own efforts to launch practicedoctorates were instructive. It highlightedthe roles that outside forces (for example,Institute of Medicine reports), knowledgedevelopment, practice changes andpractice specializations have had intheir own evolutions. Hearing in detailfrom three of the current DSW programs

provided an opportunity to explore thesimilarities and differences among theseprograms as well as how they might bedistinguished from PhD programs insocial work. The role that DSWs canhave in both knowledge developmentand knowledge transfer was described,and the ability of the DSWs programsto attract a diverse pool of students wasan important marker. There is a clearinterest in shrinking the research-practicedivide as well. It is clear from thisconversation and from discussions withdeans and directors in social work thatthere will be more Advanced Practiceprograms emerging over the next

several years – some with a clinical focusand others with a more administrativeor management focus. Across theprofession there needs to be efforts totrack these developments, to examinewhat kind of guidelines would beuseful, to develop scholarship about theprograms and their outcomes (includingthe career trajectories of graduates)and to engage the academic andpractice communities, includingemployers and payers, in on-goingconversations about how we canensure that the social work profession is the best that it can be.

ngage federal agencies, e.g.,enters for Medicare and

Medicaid Services (CMS) that setandards for reimbursement andefinitions of social work infferent health care settings asell as SAMHSA, ACF, HRSA,dministration on Communityving – that fund services thatocial workers provide in publicnd private agencies as well ase Department of Veterans Affairshich is the largest employer of

ocial workers in the country.

RT INNOVATION WHILEDERING GUIDELINES ANDARDSinue to define and differentiates of social work practice and expectations and competencies

W, MSW, Advanced PracticeW, DSW, PhD.k growth and development oframs and their common andue characteristics.

> Determine process for developingguidelines that set broad parameters,phase in standards, and do not stifleinnovation. » Clarify who will take the lead in

such a process and issues ofaccountability.

» Consider at what point fullguidelines, like the GADE QualityGuidelines should be developedand by whom.

» Consider at what point accreditationof programs might be pursued.

THOUGHTFULLY EXAMINE, STUDY ANDREPORT ON OUTCOMES AND RESULTS> Create mechanisms to continually

monitor and assess status.> Continue to look at cost-benefit of

DSW.> Continue to look at impact of DSW

growth on commitment to the MSWas a terminal degree.

> Examine the impact DSW programdevelopment might have onadvanced practice credentials (BCD,NASW Credentials) and licensing.

> Explore reasons for high interest leveland attraction of social workers ofcolor to pursue Advanced PracticeDoctorates in Social Work. What canbe learned not just in terms of DSWprograms, but what can be transferredto attracting additional students ofcolor to the profession overall.

> Create scholarship about AdvancedPractice Doctorates in Social Work.» Pursue special issue or section in

high impact social work journals(e.g., NASW journals).

» Develop a process to disseminateoutcomes from both PhD andDSW dissertations and capstoneprojects to inform the profession.

RECOMMENDED NEXT STEPS


Anastas, J. & Videka, S. (2012). Does social work need a“practice doctorate”? Clinical Social Work Journal. 40, 268-176, DOI 10.1007/s10615-012-0392-3.

Association of Specialized and Professional Accreditors. (2008).Statement on Professional Doctorates. www.paeaonline.org/index.php?ht=a/Get DocumentAction/i/68604.

Berzoff, J. & Drisko, J. (2013). The Academy’s Responsibility forPreparing 21st Century Clinical Social Work Practitioners. Paperpresented at the 2013 GADE meeting, Richmond, VA.

Council of Graduate Schools. (2008). Report on the Task Force onthe Professional Doctorate, www.cgsnet.org/task-force-professional-doctorate.


American Association of Colleges of Nursing. (2006). Essentials ofDoctoral Education for Advanced Practice Nursing. Retrieved fromwww.aacn.nche.edu/publications/position/DNPEssentials.pdf.

American Physical Therapy Association. (2013). FAQ: PostProfessional DPT (transition) - 7/23/13. Retrieved fromwww.apta.org/PostprofessionalDegree/TransitionDPTFAQs.

American Psychological Association. (2011). Commission onAccreditation 2011 Annual Report On-Line. Retrieved fromwww.apa.org/ed/accreditation/about/research/2011-doctoral-summary.pdf.

Anastas, J. (2012). Doctoral Education in Social Work. New York: Oxford University Press.

Association of Schools of Allied Health Professions. (n.d.)Descriptive differentiation of clinical doctorates: Position statementof the Association of Schools of Allied Health Professions. (ASAHP) Retrieved from www.asahp.org/position_papers.htm(September 15, 2013).

Edwards, R. (2011). The Doctorate in Social Work (DSW) Degree:Emergence of a New Practice Doctorate, Report of the Task Forceon the DSW Degree Convened by the Social Work LeadershipForum. Retrieved from www.cswe.org/File.aspx?id=59954.

Mendenhall, A.N. (2007). Switching hats: Transitioning from the role of clinician to the role of researcher in social work doctoral education, AN, Journal of Teaching in Social Work 27(3-4), 273-290.

National Academy of Science. (2005). Advancing the Nation’s Health Needs: NIH Research Training Programs.Washington, DC: Author.

National Center for Education Statistics. (2008). IntegratedPostsecondary Education Data System: Proposed Changes to IPEDSFORMS 2008-09 – 2010-11. Retrieved from: http://nces.ed.gov/ipeds/news_room/ana_Changes_to_1_ 29_2008.asp.

REFERENCES

OTHER RESOURCES


2 2

APPENDIX

1 > AGENDA

2 > PARTICIPANT LIST

3 > SPEAKER BIOGRAPHIES

1 > AGENDA

MONDAY, SEPTEMBER 23, 20135:30 REGISTRATION, RECEPTION AND DINNER

INTRODUCTIONS, SETTING THE STAGE, GOALS FOR THE SYMPOSIUMJoan Levy Zlotnik, NASWAngelo McClain, NASW

ADVANCED PRACTICE DOCTORATES – PERSPECTIVES FROM THE HOST ORGANIZATIONSMary Jo Monahan (ASWB), Peggy Munke (BPD), Darla Spence Coffey (CSWE), Theresa Early (GADE), James Herbert Williams (NADD), Angelo McClain (NASW),Edwina Uehara (St. Louis Group), JeanneMarsh (SSWR)

9:00 ADJOURN

TUESDAY, SEPTEMBER 24, 20138:30 REGISTRATION/CONTINENTAL BREAKFAST

8:45 WELCOME/OVERVIEW AND REVIEW OF THE GOALS FOR THE DAY

9:00 PRACTICE DOCTORATES IN SOCIAL WORK – INDICATORS FROM A NATIONALSURVEY OF DOCTORAL STUDENTSJeane Anastas, NASW & New York

University

9:15 PRACTICE DOCTORATES IN SOCIAL WORK – HOW DO THEY FIT WITH OUR PRACTICE & RESEARCH MISSIONSKaren Sowers, University of TennesseeJeanne Marsh, University of Chicago

& SSWRModerator, Jeane Anastas, NASW

9:45 WHAT CAN WE LEARN FROM OTHER DISCIPLINES THAT HAVE LAUNCHED PRACTICE DOCTORATES - VIEWS FROM PSYCHOLOGY, NURSING AND OCCUPATIONAL THERAPY?

10:45

11:00

12:00

12:45

1:15

2:30

2:45

3:45

4:30

> ADVANCED PRACTICE DOCTORATES: WHAT DO THEY MEAN FOR SOCIAL WORK PRACTICE, RESEARC


NDIX

AGENDA

PARTICIPANT LIST

SPEAKER BIOGRAPHIES

1 > AGENDA

MONDAY, SEPTEMBER 23, 20135:30 REGISTRATION, RECEPTION AND DINNER

INTRODUCTIONS, SETTING THE STAGE, GOALS FOR THE SYMPOSIUMJoan Levy Zlotnik, NASWAngelo McClain, NASW

ADVANCED PRACTICE DOCTORATES – PERSPECTIVES FROM THE HOST ORGANIZATIONSMary Jo Monahan (ASWB), Peggy Munke (BPD), Darla Spence Coffey (CSWE), Theresa Early (GADE), James Herbert Williams (NADD), Angelo McClain (NASW),Edwina Uehara (St. Louis Group), JeanneMarsh (SSWR)

9:00 ADJOURN

TUESDAY, SEPTEMBER 24, 20138:30 REGISTRATION/CONTINENTAL BREAKFAST

8:45 WELCOME/OVERVIEW AND REVIEW OF THE GOALS FOR THE DAY

9:00 PRACTICE DOCTORATES IN SOCIAL WORK – INDICATORS FROM A NATIONALSURVEY OF DOCTORAL STUDENTSJeane Anastas, NASW & New York

University

9:15 PRACTICE DOCTORATES IN SOCIAL WORK – HOW DO THEY FIT WITH OUR PRACTICE & RESEARCH MISSIONSKaren Sowers, University of TennesseeJeanne Marsh, University of Chicago

& SSWRModerator, Jeane Anastas, NASW

9:45 WHAT CAN WE LEARN FROM OTHER DISCIPLINES THAT HAVE LAUNCHED PRACTICE DOCTORATES - VIEWS FROM PSYCHOLOGY, NURSING AND OCCUPATIONAL THERAPY?

Cynthia Belar, American Psychological Association

Polly Bednash, American Association of Colleges of Nursing

Neil Harvison, American Occupational Therapy Association

Moderator, Darla Spence Coffey, CSWE

10:45 BREAK

11:00 OVERVIEW OF PRACTICE DOCTORAL PROGRAMS IN SOCIAL WORKLina Hartocollis, University of PennsylvaniaJerry Floersch, Rutgers UniversityDavid Patterson, University of TennesseeModerator, Theresa Early, GADE

12:00 WHAT DOES THE MARKETPLACE WANT?Moderator, James Herbert Williams, NADD

Are social work practice doctorates attractive to employers?Wayne Lindstrom, SocioTech

Practice Doctorates and LicensingMary Jo Monahan, ASWB

12:45 LUNCH

1:15 WORKING GROUPS USING A WORLD CAFÉ PROCESSWORKING GROUP FACILITATORSJames Herbert WilliamsMary Jo MonahanEddie UeharaPeggy MunkeDarla Spence CoffeyJeane Anastas

2:30 MOVE TO 2ND GROUP FOR WORLD CAFÉ

2:45 WORK GROUP REPORTS

3:45 DEVELOPING PRIORITIES AND ACTIONAGENDA AND IDENTIFYING NEXT STEPS

4:30 ADJOURN



Donna Harrington, PhDSchool of Social WorkUniversity of Maryland Baltimore, MD

Jennifer Henkel, LCSWAssociation of Social Work BoardsCulpeper, VA

Elizabeth Hoffler, MSWNational Association of Social WorkersWashington, DC

Jessica Holmes, MSWCouncil on Social Work EducationAlexandria, VA

Dwight Hymans, LCSWAssociation of Social Work BoardsCulpeper, VA

Catheleen Jordan, PhD, MSSWSchool of Social WorkUniversity of Texas at ArlingtonArlington, TX

Wynne Korr, PhDSchool of Social WorkUniversity of Illinois at Urbana-ChampaignUrbana, IL

Elizabeth Lightfoot, PhDSchool of Social WorkUniversity of Minnesota St. Paul, MN

James Lubben, DSW, MPHSchool of Social WorkBoston College Chestnut Hill, MA

Susan Mason, PhD, LCSWWurzweiler School of Social WorkYeshiva UniversityNew York, NY

Angelo McClain, PhD, LICSWNational Association of Social WorkersWashington, DC

Steve McMurtry, PhDHelen Bader School of Social WelfareUniversity of Wisconsin-MilwaukeeMilwaukee, WI

Geraldine Meeks, MSW, PhDCouncil on Social Work EducationAlexandria, VA

Kelsey Nepote, MSWNational Association of Social WorkWashington, DC

Chris Petr, PhDSchool of Social WelfareUniversity of Kansas Lawrence, KS

Peggy Pittman Munke, PhD*Association of Baccalaureate Social WorkProgram Directors &Murray State UniversityMurray, KY

Cathryn C. Potter, PhDSchool of Social WorkRutgers University New Brunswick, NJ

Jo Ann Regan, PhD, MSWCouncil on Social Work EducationAlexandria, VA

Jack Richman, PhD, MSW School of Social WorkUniversity of North Carolina Chapel Hill, NC

Barbara Shank, PhD Council on Social Work Education & School of Social WorkUniversity of St. Thomas St. Paul, MN

Barbara Solt, PhD, LICSWSocial Work ConsultantCheverly, MD

Danielle Spears, BSBANational Association of Social WorkFoundationWashington, DC

Linda SpearsChild Welfare League of AmericaWashington, DC


2 > PARTICIPANT LIST

SPEAKERSGeraldine “Polly” Bednash, PhD, RN, FAANAmerican Association of Colleges of NursingWashington, DC

Cynthia Belar, PhDAmerican Psychological AssociationWashington, DC

Jerry Floersch, PhDSchool of Social WorkRutgers University New Brunswick, NJ

Lina Hartocollis, PhDSchool of Social Policy and PracticeUniversity of PennsylvaniaPhiladelphia, PA

Neil Harvison, PhD, OTR/L, FOATAAmerican OT AssociationBethesda, MD

Wayne Lindstrom, PhDSocioTechAlexandria, VA

Jeanne C. Marsh, PhD*Society for Social Work & Research &University of ChicagoChicago, IL

Mary Jo Monahan, LCSWAssociation of Social Work BoardsCulpeper, VA

David Patterson, PhDCollege of Social WorkThe University of Tennessee, KnoxvilleKnoxville, TN

Karen Sowers, PhDCollege of Social WorkThe University of Tennessee, KnoxvilleKnoxville, TN

PARTICIPANTSJames (Ike) Adams, PhDCollege of Social WorkUniversity of KentuckyLexington, KY

Jeane Anastas, PhD*National Association of Social Workers &Silver School of Social WorkNew York UniversityNew York, NY

Robert Arnold, MPSNational Association of Social WorkersFoundationWashington, DC

David Berns, MSW, MPAThe District of ColumbiaDepartment of Human ServicesWashington, DC

Beverly Black, PhD, MSSWSchool of Social WorkUniversity of Texas at ArlingtonArlington, TX

Karlynn BrintzenhofeSzoc, PhD, MSW,LCSW-CNational Catholic School of Social ServiceCatholic University of AmericaWashington, DC

Denise Capaci, LICSW, LCSW-CCatholic CharitiesWashington, DC

Vitali Chamov, MACouncil on Social Work EducationWashington, DC

Wesley T. Church II, PhD, LGSWSchool of Social Work University of AlabamaTuscaloosa, AL

Darla Spence Coffey, PhD, MSW* Council on Social Work EducationAlexandria, VA

Kenneth Curl, MSWSubstance Abuse and Mental HealthServices AdministrationRockville, MD

Mike Daley, PhD, LCSW PIP, ACSWUniversity of Southern AlabamaMobile, AL

Peter Delany, PhD, LCSW-CSubstance Abuse and Mental HealthServices AdministrationRockville, MD

Michelle Dillard, QCSW, LCSW-CSchool of Social WorkRutgers University New Brunswick, NJ

James Drisko, PhD, LICSWSchool for Social WorkSmith CollegeNorthampton, MA

Theresa Early, PhD*School of Social WorkThe Ohio State UniversityColumbus, OH

Kathleen Farkas, PhD, AMMandel School of Applied Social SciencesCase Western Reserve UniversityCleveland, OH

Michael Francum, MSWNASW DC Metro ChapterWashington, DC

Greg GerschGraphic FacilitatorTakoma Park, MD

Grover (Cleve) Gilmore, PhDMandel School of Applied Social SciencesCase Western Reserve UniversityCleveland, OH


Donna Harrington, PhDSchool of Social WorkUniversity of Maryland Baltimore, MD

Jennifer Henkel, LCSWAssociation of Social Work BoardsCulpeper, VA

Elizabeth Hoffler, MSWNational Association of Social WorkersWashington, DC

Jessica Holmes, MSWCouncil on Social Work EducationAlexandria, VA

Dwight Hymans, LCSWAssociation of Social Work BoardsCulpeper, VA

Catheleen Jordan, PhD, MSSWSchool of Social WorkUniversity of Texas at ArlingtonArlington, TX

Wynne Korr, PhDSchool of Social WorkUniversity of Illinois at Urbana-ChampaignUrbana, IL

Elizabeth Lightfoot, PhDSchool of Social WorkUniversity of Minnesota St. Paul, MN

James Lubben, DSW, MPHSchool of Social WorkBoston College Chestnut Hill, MA

Susan Mason, PhD, LCSWWurzweiler School of Social WorkYeshiva UniversityNew York, NY

Angelo McClain, PhD, LICSWNational Association of Social WorkersWashington, DC

Steve McMurtry, PhDHelen Bader School of Social WelfareUniversity of Wisconsin-MilwaukeeMilwaukee, WI

Geraldine Meeks, MSW, PhDCouncil on Social Work EducationAlexandria, VA

Kelsey Nepote, MSWNational Association of Social WorkersWashington, DC

Chris Petr, PhDSchool of Social WelfareUniversity of Kansas Lawrence, KS

Peggy Pittman Munke, PhD*Association of Baccalaureate Social WorkProgram Directors &Murray State UniversityMurray, KY

Cathryn C. Potter, PhDSchool of Social WorkRutgers University New Brunswick, NJ

Jo Ann Regan, PhD, MSWCouncil on Social Work EducationAlexandria, VA

Jack Richman, PhD, MSW School of Social WorkUniversity of North Carolina Chapel Hill, NC

Barbara Shank, PhD Council on Social Work Education & School of Social WorkUniversity of St. Thomas St. Paul, MN

Barbara Solt, PhD, LICSWSocial Work ConsultantCheverly, MD

Danielle Spears, BSBANational Association of Social WorkersFoundationWashington, DC

Linda SpearsChild Welfare League of AmericaWashington, DC

Carol Tosone, PhD New York UniversitySilver School of Social WorkNew York, NY

Edwina (Eddie) Uehara, PhDSt. Lous Group & School of Social WorkUniversity of WashingtonSeattle, WA

Lynn Videka, PhD Silver School of Social WorkNew York UniversityNew York, NY

Cheryl Waites, EdD, MSWSchool of Social WorkWayne State University Detroit, MI

Randi Walters, PhD, MSWDepartment of Health and Human ServicesWashington, DC

Carmen Weisner, LCSW, ACSWNASW Louisiana ChapterBaton Rogue, LA

Tracy Whitaker, DSW, ACSWNational Association of Social WorkersWashington, DC

James Herbert Williams, PhD*National Association of Deans andDirectors of Schools of Social Work &School of Social Work University of DenverDenver, CO

Bernadette Winters, PhD, LCSWVirgina Board of Social WorkRichmond, VA

Joan Levy Zlotnik, PhD, ACSW*Social Work Policy InstituteNational Association of Social WorkersFoundationWashington, DC

* Planning Committee Member


atterson, PhD of Social Work

versity of Tennessee, Knoxvillee, TN

owers, PhD of Social Work

versity of Tennessee, Knoxvillee, TN

CIPANTS ke) Adams, PhD

of Social Workty of Kentuckyn, KY

nastas, PhD*l Association of Social Workers &

chool of Social Workrk University

N rk, NY

Arnold, MPSl Association of Social Workersiongton, DC

erns, MSW, MPA rict of Columbia

D ment of Human Servicesgton, DC

Black, PhD, MSSWof Social Workty of Texas at Arlingtonn, TX

BrintzenhofeSzoc, PhD, MSW,

l Catholic School of Social Servicec University of Americagton, DC

Capaci, LICSW, LCSW-Cc Charitiesgton, DC

hamov, MAon Social Work Educationgton, DC

Wesley T. Church II, PhD, LGSWSchool of Social Work University of AlabamaTuscaloosa, AL

Darla Spence Coffey, PhD, MSW* Council on Social Work EducationAlexandria, VA

Kenneth Curl, MSWSubstance Abuse and Mental HealthServices AdministrationRockville, MD

Mike Daley, PhD, LCSW PIP, ACSWUniversity of Southern AlabamaMobile, AL

Peter Delany, PhD, LCSW-CSubstance Abuse and Mental HealthServices AdministrationRockville, MD

Michelle Dillard, QCSW, LCSW-CSchool of Social WorkRutgers University New Brunswick, NJ

James Drisko, PhD, LICSWSchool for Social WorkSmith CollegeNorthampton, MA

Theresa Early, PhD*School of Social WorkThe Ohio State UniversityColumbus, OH

Kathleen Farkas, PhD, AMMandel School of Applied Social SciencesCase Western Reserve UniversityCleveland, OH

Michael Francum, MSWNASW DC Metro ChapterWashington, DC

Greg GerschGraphic FacilitatorTakoma Park, MD

Grover (Cleve) Gilmore, PhDMandel School of Applied Social SciencesCase Western Reserve UniversityCleveland, OH


Jerry Floersch, PhD, Associate Professor, Director of DSW, RutgersUniversity School of Social Work, is a 1998 doctoral graduate ofthe University of Chicago School of Social Service Administration.He is the author of Meds, Money, and Manners: The CaseManagement of Severe Mental Illness, published by ColumbiaUniversity Press (2002) and a recent NIMH K08 recipient(2004-2009) for training in and development of qualitativemethods to study youth subjective experience of psychotropictreatment. His new book, with Jeffrey Longhofer and Paul Kubek,On Having and Being a Case Manager, builds on earlier work inthis field by exploring a clinical method for case managementpractice. He is currently conducting a multisite study of collegestudent use of psychiatric medications. He has a new co-authoredbook (2013) with Oxford University Press: Qualitative Methods forPractice Research.

Lina Hartocollis, PhD, is Associate Dean for Student Affairs andDirector of the Clinical Doctorate in Social Work (DSW) Programat the School of Social Policy & Practice. She has been at Pennsince 1997, where in addition to her administrative responsibilities,she has taught courses on foundation social work practice,advanced clinical social work practice, social work practice withchildren and adolescents, and mental health diagnosis. Beforecoming to Penn, Dr. Hartocollis taught courses on clinical socialwork practice, human behavior, and social theory in the Mastersof Social Work programs at Smith College and Bryn Mawr College.Before she began devoting all of her energies to higher educationadministration and teaching, Dr. Hartocollis was a practicingpsychotherapist, providing therapy to children, adults, couples andfamilies. Her scholarly and practice interests include mental healthdiagnosis, psychological trauma and dissociative disorders.

Neil Harvison, PhD, is the Chief Officer for Academic andScientific Affairs at the American Occupational TherapyAssociation (AOTA). He holds a BS in occupational therapy fromthe University of Queensland and a MA and PhD from theSteinhardt School of Education at New York University. Neil spentover 20 years as a practitioner and hospital administrator in NewYork City. During this period he held clinical faculty appointmentsat the Mount Sinai School of Medicine; Columbia University andMercy College. Prior to joining AOTA Neil was active as volunteerin AOTA and served on the ACOTE Council and as chair of thedoctoral accreditation standards committee. Neil is currentlyserving as the Chair of the Board of Directors of the Association ofSpecialized and Professional Accreditors (aka ASPA). ASPA is thenational association representing the 65 specialized andprofessional accrediting agencies in the USA.

Wayne Linds more than 4 fields is the i America. Dr of Crossroad health care o Mentor, Ohifounded andconsulting fi performance was respons health mana variety of ot state authori treatment se Force, Dr. Li outpatient dr personnel an Reserve Univ of Pittsburgh Green State

Jeanne C. M Distinguished Social Servic (Social Work University of fellowship a University of Center for H practice rese (1988-98, 2 Member (19 President, So she has wor work organiz Processes in Multiple Serv Women and Relevant pub Decisions (M Impact of Cl Systematic R Health Servi 2013; Cao, social outcom substance ab Alcohol Abu


3 > SPEAKER BIOGRAPHIES

Jeane W. Anastas, PhD, LMSW, is a professor at the New YorkUniversity, Silver School of Social Work, and is highly regarded inthe field of social work doctoral education and research. Dr.Anastas is also President of the Board of Directors of the NationalAssociation of Social Workers (NASW). Dr. Anastas has been along-standing and active member in NASW. She served asPresident of the Massachusetts Chapter of NASW, and was namedthe Chapter’s Social Worker of the Year in 1995.

Dr. Anastas has published extensively in the areas of women’sissues, LGBT rights, mental health, and social work education,including the recently published Teaching in Social Work: Theoryand Practice for Educators and the forthcoming Doctoral Educationin Social Work.

Dr. Anastas previously served on the Board of Directors of theInstitute for the Advancement of Social Work Research and theSociety for Social Work and Research. Dr. Anastas has served asNASW’s Chair of the National Committee on Lesbian, Gay,Bisexual, and Transgender Issues, Chair of the National Committeeon Women’s Issues, and as a member of the National Committeeon Nominations and Leadership Identification. She was named aCouncil on Social Work Education (CSWE) Visiting Scholar foracademic years 2006–2007, and received CSWE’s GreatestRecent Contribution to Social Work Education Award in 2007. Dr. Anastas was elected to the National Academies of Practice inHealth Care in 2007.

She received her BLS in social work from Boston University, herMSW from Boston College, and her PhD from Brandeis University.She is a member of the Academy of Certified Social Workers.

Geraldine “Polly” Bednash, PhD, RN, FAAN, was appointedexecutive director of the American Association of Colleges ofNursing (AACN) in December 1989. In her role as Chief ExecutiveOfficer, Dr. Bednash oversees the educational, research,governmental affairs, publications, and other programs of theorganization that is the national voice for baccalaureate andgraduate-degree education programs in nursing – the nation’slargest health care profession. Representing more than 690member schools of nursing at public and private institutionsnationwide, AACN is the only national organization dedicatedexclusively to furthering nursing education in America’s universitiesand four-year colleges.

Dr. Bednash currently serves as the chair of the Nursing Alliancefor Quality Care, as a member of the Sullivan Alliance toTransform the Health Professions and is a member of the QualityAlliance Steering Committee. Additionally, she has been appointedto the Secretary’s Academic Affiliations Council of the Veteran’sAdministration. She has served on multiple boards andcommissions including the board of the Friends of the NationalLibrary of Medicine and the advisory board for the NationalCoalition of Ethnic Minority Nursing Associations scholarsdevelopment project, and the advisory board for the NationalCenter for the Analysis of Health Care Data. Her publications andresearch presentations cover a range of critical issues in nursingeducation, research, clinical practice, and legislative policy.

Cynthia D. Belar, PhD, is Executive Director of APA’s EducationDirectorate. As executive director of the American PsychologicalAssociation’s ate, Cynthia D. Belar, PhD, leads the association’sefforts to advance the teaching of psychology at all levels, preparepsychologists for diverse careers and apply psychology toeducation. She was appointed to this post in 2000.

Belar is also professor emerita at the University of Florida HealthScience Center, where from 1974 to 1983 and 1990 to 2000,she directed the clinical psychology doctoral and internshipprograms. She also developed clinical service and education andtraining tracks in clinical health psychology at the doctoral,internship and postdoctoral levels. Belar’s research focused onpain, applied psychophysiology and reproductive endocrinology.From 1983 to 1990, she served as chief psychologist and clinicaldirector of behavioral medicine at the Kaiser Permanente MedicalCare Program in Los Angeles, where she also maintained anindependent practice.


Jerry Floersch, PhD, Associate Professor, Director of DSW, RutgersUniversity School of Social Work, is a 1998 doctoral graduate ofthe University of Chicago School of Social Service Administration.He is the author of Meds, Money, and Manners: The CaseManagement of Severe Mental Illness, published by ColumbiaUniversity Press (2002) and a recent NIMH K08 recipient(2004-2009) for training in and development of qualitativemethods to study youth subjective experience of psychotropictreatment. His new book, with Jeffrey Longhofer and Paul Kubek,On Having and Being a Case Manager, builds on earlier work inthis field by exploring a clinical method for case managementpractice. He is currently conducting a multisite study of collegestudent use of psychiatric medications. He has a new co-authoredbook (2013) with Oxford University Press: Qualitative Methods forPractice Research.

Lina Hartocollis, PhD, is Associate Dean for Student Affairs andDirector of the Clinical Doctorate in Social Work (DSW) Programat the School of Social Policy & Practice. She has been at Pennsince 1997, where in addition to her administrative responsibilities,she has taught courses on foundation social work practice,advanced clinical social work practice, social work practice withchildren and adolescents, and mental health diagnosis. Beforecoming to Penn, Dr. Hartocollis taught courses on clinical socialwork practice, human behavior, and social theory in the Mastersof Social Work programs at Smith College and Bryn Mawr College.Before she began devoting all of her energies to higher educationadministration and teaching, Dr. Hartocollis was a practicingpsychotherapist, providing therapy to children, adults, couples andfamilies. Her scholarly and practice interests include mental healthdiagnosis, psychological trauma and dissociative disorders.

Neil Harvison, PhD, is the Chief Officer for Academic andScientific Affairs at the American Occupational TherapyAssociation (AOTA). He holds a BS in occupational therapy fromthe University of Queensland and a MA and PhD from theSteinhardt School of Education at New York University. Neil spentover 20 years as a practitioner and hospital administrator in NewYork City. During this period he held clinical faculty appointmentsat the Mount Sinai School of Medicine; Columbia University andMercy College. Prior to joining AOTA Neil was active as volunteerin AOTA and served on the ACOTE Council and as chair of thedoctoral accreditation standards committee. Neil is currentlyserving as the Chair of the Board of Directors of the Association ofSpecialized and Professional Accreditors (aka ASPA). ASPA is thenational association representing the 65 specialized andprofessional accrediting agencies in the USA.

Wayne Lindstrom, PhD, MSW, a behavioral health executive withmore than 40 years of experience in the for-profit and not-for-profitfields is the immediate past president and CEO of Mental HealthAmerica. Dr. Lindstrom previously served as chief executive officerof Crossroads, a comprehensive community-based behavioralhealth care organization serving children, youth and families inMentor, Ohio. Prior to his work with Crossroads, Lindstromfounded and was president of SocioTech, an organizationalconsulting firm that specialized in transforming and enhancing theperformance of not-for-profit organizations. Earlier in his career, hewas responsible for managing public and private behavioralhealth managed care programs for United Health Care and avariety of other health care plans, and directing Ohio’s singlestate authority for alcoholism and drug use prevention andtreatment services. During his service in the United States AirForce, Dr. Lindstrom planned, implemented and directed anoutpatient drug treatment program for Vietnam-era active dutypersonnel and their families. He holds a PhD from Case WesternReserve University and a Master in Social Work from the Universityof Pittsburgh. He received his undergraduate degree from BowlingGreen State University.

Jeanne C. Marsh, PhD, MSW, is the George Herbert JonesDistinguished Service Professor, University of Chicago School ofSocial Service Administration. She received the MSW and PhD(Social Work and Psychology) from the School of Social Work theUniversity of Michigan and then completed a post-doctoralfellowship at the Institute for Social Research there. At theUniversity of Chicago, she currently serves as Director of theCenter for Health Administration Studies, a health policy andpractice research center. She has served as Dean of SSA(1988-98, 2005-2010) as well as Doctoral Committee Chair andMember (1995-2005, 2010-2013). She currently is serving asPresident, Society for Social Work and Research (2010-14) whereshe has worked to build partnerships with SSWR and other socialwork organizations. Her research interests include ProfessionalizationProcesses in Social Work; Service Delivery at the Intersection ofMultiple Service Systems; Substance Abuse Services; Services forWomen and Children; Social Program and Policy Evaluation.Relevant publications include Berlin & Marsh, Informing PracticeDecisions (Macmillan, 1993); Marsh, Angell, Andrews & Curry,Impact of Client-provider Relationship on Treatment Outcomes: ASystematic Review of Child Welfare, Substance Abuse and MentalHealth Services, Journal of Society for Research and Social Work,2013; Cao, Marsh, Shin, & Andrews, Improving health andsocial outcomes with targeted services in comprehensivesubstance abuse treatment, The American Journal of Drug andAlcohol Abuse, 2011, 37(4), 250-258.


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Geraldine “Polly” Bednash, PhD, RN, FAAN, was appointedexecutive director of the American Association of Colleges ofNursing (AACN) in December 1989. In her role as Chief ExecutiveOfficer, Dr. Bednash oversees the educational, research,governmental affairs, publications, and other programs of theorganization that is the national voice for baccalaureate andgraduate-degree education programs in nursing – the nation’slargest health care profession. Representing more than 690member schools of nursing at public and private institutionsnationwide, AACN is the only national organization dedicatedexclusively to furthering nursing education in America’s universitiesand four-year colleges.

Dr. Bednash currently serves as the chair of the Nursing Alliancefor Quality Care, as a member of the Sullivan Alliance toTransform the Health Professions and is a member of the QualityAlliance Steering Committee. Additionally, she has been appointedto the Secretary’s Academic Affiliations Council of the Veteran’sAdministration. She has served on multiple boards andcommissions including the board of the Friends of the NationalLibrary of Medicine and the advisory board for the NationalCoalition of Ethnic Minority Nursing Associations scholarsdevelopment project, and the advisory board for the NationalCenter for the Analysis of Health Care Data. Her publications andresearch presentations cover a range of critical issues in nursingeducation, research, clinical practice, and legislative policy.

Cynthia D. Belar, PhD, is Executive Director of APA’s EducationDirectorate. As executive director of the American PsychologicalAssociation’s ate, Cynthia D. Belar, PhD, leads the association’sefforts to advance the teaching of psychology at all levels, preparepsychologists for diverse careers and apply psychology toeducation. She was appointed to this post in 2000.

Belar is also professor emerita at the University of Florida HealthScience Center, where from 1974 to 1983 and 1990 to 2000,she directed the clinical psychology doctoral and internshipprograms. She also developed clinical service and education andtraining tracks in clinical health psychology at the doctoral,internship and postdoctoral levels. Belar’s research focused onpain, applied psychophysiology and reproductive endocrinology.From 1983 to 1990, she served as chief psychologist and clinicaldirector of behavioral medicine at the Kaiser Permanente MedicalCare Program in Los Angeles, where she also maintained anindependent practice.


2 8

Mary Jo Monahan, ACSW, LCSW, is Chief Executive Officer of theAssociation of Social Work Boards (ASWB), the nonprofitassociation of social work licensing bodies in the United States, theU.S. Virgin Islands, and Canada. Before joining ASWB, Monahanheld various executive offices, including vice president ofoperations at Matthews Benefit Group, Inc. (2010-2013); presidentand CEO of ICON Institute of Florida, LLC, a professional trainingcenter and consultation business (2009-2013); and president andCEO of Family Service Centers, Inc., a $5.4 million social serviceagency (2003-2009). From 1991 to 1996 she served on theFlorida Board of Clinical Social Work, Marriage and FamilyTherapy, and Mental Health Counseling and was board chair in1995 and 1996. She served on the national board of directors ofNASW (1998-2001) and was president of its Florida chapter from1988 to 1990. In 2012 she was president of the board ofdirectors at the Florida Council Against Sexual Violence. Monahanwas an adjunct professor in the University of South Florida’s schoolof social work for more than 22 years. She earned her MSW atthe University of Wisconsin- Milwaukee.

David Patterson, PhD, is the Director, Clinical Doctorate Programand Professor at University of Tennessee, Knoxville. His researchinterests include treatment with groups, artificial neural networksand information technology applications in social work. Dr.Patterson has been at the college since 1991 and worked tolaunch the clinical doctorate program. He received the 2013Chancellor’s Excellence Award in recognition of his extraordinarycontributions to the public. For the past nine years, he has beenstudying the problem of homelessness, including directing theKnoxville Homeless Management Information System (KnoxHMIS),funded by the U.S. Department of Housing and Urban Development(HUD) a web-based data system that logs information about thehomeless and their needs as well as services provided to theseindividuals on an agency by agency basis.

Karen M. Sowers, PhD, was appointed Professor and Dean of theCollege of Social Work at the University of Tennessee, Knoxville inAugust 1997. She holds the position of Beaman UniversityProfessor for Research and Service at the University of Tennessee,Knoxville. As dean she oversees four academic programs (BSSW,MSSW, PhD, DSW), several campuses and on-line programs, theChildren’s Mental Health Services Research Center and the SocialWork Office for Research and Public Service. She served asDirector of the School of Social Work at Florida InternationalUniversity from June 1994 to August 1997 and as theUndergraduate Program Director of the School of Social Work atFlorida International University from 1986 to 1994. She receivedher baccalaureate degree in Sociology from the University ofCentral Florida in 1974, the Master’s Degree in Social Work fromFlorida State University in 1977 and the PhD in Social Work fromFlorida State University in 1986. Dr. Sowers serves on severallocal, national and international boards. Dr. Sowers is nationallyknown for her research and scholarship in the areas ofinternational practice, juvenile justice, child welfare, culturaldiversity and culturally effective intervention strategies for socialwork practice, evidence-based social work practice and socialwork education. Her current research and community interestsinclude evidence-based practice, mental health practice,international social work practice and juvenile justice practice.She has authored or co-authored numerous books, book chaptersand refereed journal articles. She has served as a foundingeditorial board member of the Journal of Research on Social WorkPractice, founding co-editor of Best Practices in Mental Health: AnInternational Journal and is currently serving on the editorialboards of the Journal of Evidence-based Social Work: Advances inPractice, Programs, Research and Policy and Journal of Stress,Trauma and Crisis: An International Journal, Journal of SocialWork Education, Journal of Global Social Work Practice,International Journal of Information Systems and Social Change,and Journal of Teaching in Social Work.


7 5 0 F I R S T S T R E E T N E , S U I T E 7 0 0WA S H I N G T O N , D C 2 0 0 0 1 - 4 2 4 1S O C I A L W O R K P O L I C Y . O R G

A D VA N C E D P R A C T I C E D O C T O RWHAT DO THEY MEAN FOR SOCIAL WORK

RESEARCH, AND EDUCATION

> REPORT FROM AN INVITATIONAL THINK TANK

> Convened by NASW, in collaboration with CSWE, BPD,ASWB, GADE, NADD, SSWR and SLG

ABOUT THE SOCIAL WORK POLICY INSTITUTE

The Social Work Policy Institute was established in 2009 and is a division of the NASW Foundation. Its mission is:> To strengthen social work’s voice in public policy deliberations.> To inform policy-makers through the collection and dissemination

of information on social work effectiveness.> To create a forum to examine current and future issues in

health care and social service delivery.

Social Work Policy Institute > NASW FoundationDirector: Joan Levy Zlotnik, PhD, ACSW750 First Street NE, Suite 700 > Washington, DC 20002-4241SocialWorkPolicy.org > [email protected] > 202.336.8393


what do they mean for social work practice, research, and ...€¦ · what do they mean for social...

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