Social Work

Taking the Next Step to Social Action: Gender Identity Disorder and the Diagnostic Statistical Manual of Mental Disorders

Stephanie Brzuzy, Ph.D.
Mentor: Ed Cueva, Ph.D. (Classics)

My Process

As a newly hired faculty member at Xavier, I was anxious to know more about the mission and identity of a Jesuit institution of higher education. How does teaching to the mission actually happen? I began to meet on a regular basis with my mentor, Ed Cueva, at which time we discussed many issues that helped me to understand the context, culture, and rich traditions that are Xavier. I am grateful for his kindness and the vast knowledge he willingly shared with me.

Upon my arrival at Xavier, I was struck by the passion of the faculty to sustain, support, and critically reflect on the core curriculum that makes Xavier University unique. Now, upon more reflection, I see this as a living example of Jesuit traditions in action. I am pleased to be a part of this on-going conversation and reflection on what a living and breathing core curriculum embodies on a day-to-day basis in the lives of our students and what we hope they will leave us with as they go forth in the world.

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SOCW 419/420
Reflective Experiencing
An Ignatian Model for Writing Reflection Journals

Field Education is often referred to as the capstone experience. It is where the classroom and real life come together for the student. A critical part of field education is reflecting on your experiences and integrating them with what you have learned in the classroom. One of the educational outcomes for field education, as articulated by CSWE, is a development of the professional self. Having opportunities to think critically about your experiences and share your insights is an important part of developing that professional self. Cohrane and Hanley (1999) discuss the importance of reviewing your work, and emphasize the need for self-reflection and critical analysis of the work you are doing. They state,

You are responsible, in many ways, for the depth and breathe of your learning by how honestly and openly you evaluate your work. This is not only the hardest part of being a student, but the most important part of being a professional? (p. 65).

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Teaching to the Mission: Spiritually-Based Professional Development of Self in Field Education - An Ignatian Approach (SOCW 420: Senior Field Seminar)

Shelagh Larkin, MSW/LISW
Mentor: Trudelle Thomas, Ph.D. (English)

The Context

The purpose of the Ignatian Mentoring Program, a faculty mentoring program offered through Ignatian Programs at Xavier University, is to provide faculty an opportunity to explore the values of Jesuit education and pedagogy in the context of a mentoring relationship with the goal of integrating mission and identity into their teaching and or scholarship. My participation in the program has provided a wonderful foundation from which to explore the integration of the University's mission and identity into the professional development of self capstone paper in SOCW 420 Senior Seminar course which is the integrative seminar that runs concurrent with field instruction. How I arrived at this program and the process of the experience itself are as important as the outcome, thus I will provide some background with regard to both.

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Social Welfare Policy and Contemporary Issues

Jaylene Krieg Schaefer, PhD, LISW
Mentor: Linda Schoenstedt

Course
SOCW316 - Social Welfare Policy and Contemporary Issues

Ignatian Mentoring Project: Applying Ignatian spiritual exercises to the course
"Gospel exhortations to feed the hungry and clothe the naked are not hard sells" (Eifler and Landy, 2014, p.xii), especially at a Jesuit University. Students may be encouraged to volunteer their time and monies to charities and may have chosen to attend a Jesuit University because such an education seems a good fit with their existing values or their interest in helping others. Teaching a course on social welfare may seem like a sensible way to tap into this desire but social work practice, although involved in helping, is neither volunteering nor charity work. In addition, the discipline has (appropriately so) a non-theological approach.

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