SSWR DSC Monitor: August/September 2025
Welcome, everyone, to the 2025–2026 academic year! As we start a new semester and settle into our routines (and perhaps even convince ourselves that this is the year we finally find the campus gym—though maybe that’s just me), I invite you to pause and reflect on why you became a social worker.
I don’t usually lean into warm-and-fuzzy inspiration; however, stepping into the role of “instructor” for the first time this fall surprised me with an unexpected sense of responsibility. Standing in front of students who hope to become social workers, I realized I had, at least in some small way, become a gatekeeper to the profession. Not standing at the heavy iron doors of the house, perhaps, but more like lingering down the driveway, taking tickets. Still, I felt the weight of it. I remembered what it was like to sit in that classroom, expecting every instructor to be a superhero with all the answers. Now, I am at the front of the room, and I can assure you there’s no cape, and certainly not all the answers.
Over the years, I’ve had the privilege of learning from remarkable teachers in classrooms and practice settings. I’ve also learned from those who were burnt out or disillusioned, and it served as a reminder of what happens when we lose sight of the passion that brought us here. I hope to follow the example of the former: to cultivate optimism, resilience, and a willingness to keep fighting even when the news cycle tempts us toward cynicism.
Like many of you, my reasons for becoming a social worker are personal. Although the journey looks quite different from what I once envisioned, I wouldn’t have it any other way. As we begin this year together, I hope each of us finds ways to reconnect with the “why” that brought us here and continues to drive us as we shape the profession.
In this issue, you will find…
A Welcome Letter from our fearless leader, the SSWR Student Director-at-Large, Fatima Mabrouk
Building Community Within and Across Cohorts by Yujeong Chang & Lucy Prout
Reflections on My First Year in a Social Work Ph.D. Program: Kevin Yu
Inside Online Education—Fresh Perspectives on Virtual Learning: Marsha J. McDowell
Thriving Without Conforming—Defining Success: Chenyu Zhao
What to Do if Your Union is Bargaining this Year (and What to Do if You Don’t Have a Union): Nico Juárez
Introduction to 2025 SSWR DSC Members
A Welcome Letter from Your SSWR Student Director-at-Large
Fatima Abdelmoneim Mabrouk (She/Hers)
Image Description:
Closeup of Student Director-at-Large Fatima Mabrouk smiling while she stands in front of a wall with the image of a blurred city street. Fatima has a medium-dark complexion, curly shoulder length black hair and wears gold and silver bracelets, a sleeveless white blouse, and a gold necklace.
A Welcome Letter from Your SSWR Student Director-at-Large
Dear Community,
As we step into a new season together, I want to begin with a heartfelt welcome. Being part of the Society for Social Work and Research is not just about presenting papers or attending sessions—it is about finding community, being seen, and knowing we are walking this path together. This year, I am honored to serve as your SSWR Student Director-at-Large while also co-chairing the Safeguarding Social Work Research initiative. Both roles remind me of something important: safeguarding research is not just about protecting our work; it's also about protecting ourselves—our identities, our dreams, and our futures as social work scholars.
And right now, one of the most vulnerable places we find ourselves is in navigating the job market.
The Vulnerability We Don't Name
Let's be honest about something we rarely discuss openly: this stage is daunting. We've spent years building knowledge, sharpening methods, and pouring our hearts into scholarship—yet when it comes to "what's next," the path can feel uncertain, precarious, and isolating.
Job talks, application cycles, postdoc deadlines, funding anxieties—it's easy to feel like everyone else has it figured out while you're still trying to stitch together stability and hope. What doesn't get spoken enough is the vulnerability underneath: the fear of rejection, the weight of comparison, the invisible labor of staying resilient in times that test us.
I want to say this plainly: if you are feeling this, you are not alone. This is not a sign of weakness; it is the reality of navigating an academic job market during unprecedented times. It's precisely why initiatives like Safeguarding Social Work Research exist—because protecting our field means protecting the people who advance it.
What I'm Carrying With Me (and Offering to You)
Protect Your "Why." When rejections come (and they will), remember your "why." Your research exists because it is needed, not because a committee stamped it with approval. The communities you serve, the questions you're asking, the change you're working toward—these remain valid regardless of any single outcome.
Allow Vulnerability to Build Connection. Instead of hiding uncertainty, let it shape your community ties. Share openly with peers—you'll be surprised how many others are feeling the same. Vulnerability isn't weakness; it's the foundation of authentic scholarly community.
Expand the Frame. Academia is one pathway, not the only one. Our skills as social work researchers are urgently needed in policy, practice, community organizations, think tanks, and beyond. Holding this truth can ease the pressure and open possibilities we hadn't considered.
Safeguard Your Well-Being. Protecting research includes protecting the researcher—you. Rest, therapy, boundaries, and joy are not luxuries; they are survival tools. You cannot pour from an empty cup, and our field needs you whole.
Lean Into Community. Whether through SSWR, mentorship networks, or peer connections, relationship is the antidote to isolation. Let yourself be held by this community that understands your journey.
Why This Matters Now
As co-chair of Safeguarding Social Work Research, I've learned that protecting our field is not only about our data and findings—it's about ensuring the people who do the research can continue and thrive. That means acknowledging the structural inequities, precarity, and pressures we face, especially during career transitions. The job market isn't just a professional milestone; it's a deeply human experience that touches our sense of worth, belonging, and future possibility. When we name this reality, we create space for authentic support rather than performative resilience.
Moving Forward Together
This newsletter is both a welcome and a reminder: you do not have to armor yourself in silence. You belong here—in SSWR, in scholarship, and in the future of our profession. Your research matters. Your voice matters. You matter.
As we move through this year, let's not only safeguard research, but also safeguard each other. Our vulnerability, our resilience, and our collective commitment are what will shape the field we want to inherit and leave for others.
Whether you're submitting applications, preparing job talks, or simply figuring out your next step, know that this community sees you, supports you, and believes in the work you're called to do.
Ways to Connect and Continue This Conversation
Join Our Safeguarding Sessions: Visit Safeguarding Social Work Research initiative to learn about our upcoming sessions, resources, and how you can be part of this vital initiative. These gatherings are designed to support you through the challenges we've discussed and more.
SSWR Symposium: I'll be moderating a symposium at the upcoming SSWR conference focused on these very topics. Mark your calendars—this will be a space for real talk about the job market, career transitions, and building resilient scholarly communities. More details coming soon!
Job Market Resources to Bookmark:
Versatile PhD for exploring career paths beyond academia
The Professor Is In for job market strategy and materials
Future of Research for early-career researchers across fields
SSWR Career Center for social work-specific opportunities
Chronicle of Higher Education's Career Advice for ongoing support
With solidarity and gratitude,
Fatima Mabrouk, MSW, PhD Candidate
SSWR Student Director-at-Large | Co-Chair, Safeguarding Social Work Research
P.S. If this letter resonates with you, please share it with others who might need to hear these words. Sometimes the most powerful thing we can do is remind each other that we're not alone in this journey. And remember— I’m in this process too— we are figuring this out but not in silent struggles.
Building community within and across cohorts
Yujeong Chang (She/her) & Luisa Prout (She/her)
Image perspective points up at a building with large glass windows. On the side of the building is a large red sign with white letters that reads “Community is Strength. Be Strong. Let’s Look Out for One Another.”
In the midst of navigating long hours, systemic inequities, volatile political climates, and uncertainty in the job market, the support of one another becomes essential.
The journey of pursuing a PhD in social work is unique, challenging, rewarding, and often deeply personal. Many of us are drawn to this field through practice experience, connections to the communities we collaborate with, and personal experience with the phenomena we study. Whether through activism, research, or community engagement, it is both a privilege and a challenge to take part in this work. In the midst of navigating long hours, systemic inequities, volatile political climates, and uncertainty in the job market, the support of one another becomes essential. Drawing on our own experiences as third-year students, we share a few reflections on building community throughout the doctoral journey.
Introducing Yujeong’s cohort
I wanted to take a moment to highlight the ways my cohort has been building community. We created an online office space in Gather—a virtual platform that creates a digital co-working office where we can see each other's avatars and move between different desks. We also hold evening Zoom accountability meetings to hold each other accountable while staying connected during busy semesters (it's flexible, usually held 8 pm-11 pm). These sessions combine the focused energy of body doubling—working quietly together on our individual tasks—with brief check-ins where we share what we're working on and any challenges we're facing.
We also developed a shared “cohort” OneDrive for organizing helpful resources—from statistics tips to job market folders. Since we do the same coursework for two years, we also uploaded articles to read, syllabi, and created a go-to place so we can save time searching for readings and such. We've coordinated cohort writing retreats and casual meetups twice each semester to share goals and celebrate successes.
And of course, our WhatsApp thread has been a space where we celebrate each other's successes and share concerns, wins, and life updates. I feel really proud of the supportive community we've co-created.
Introducing Lucy’s cohort
My cohort has been an essential part of my PhD journey. Thanks to a recommendation from our stats lab instructor and vertical cohort mate, Nari Yoo, we created an online space using Notion. This became our shared hub, where we built pages for each of our courses to upload readings, notes, and resources. Each week, we assigned one another specific readings for a deeper dive, then met on Mondays before class to “teach” each other what we had learned. These sessions provided us with the opportunity to clarify complex concepts, practice presenting in a low-stakes environment, and allocate focused work time together.
Our collaborative rhythm soon expanded into a dedicated “Power Hour on Tuesdays,” where we reviewed statistics code and worked through problem sets together. These practices not only supported our coursework but also built a culture of accountability, collaboration, and trust within our group.
Beyond academics, we’ve been intentional about nurturing our friendships outside of research. From homemade noodle nights to game nights and long afternoons in the park, these moments have been just as important as our study sessions. While a PhD can feel like a solitary process, our cohort has made the journey one filled with laughter, exchange of ideas, and support.
Image depicts the members of Yujeong’s cohort (The Ohio State University 2023 PhD Cohort) all together at 2025 SSWR! The image depicts 8 people smiling at the camera in a hallway by elevators. From Left: Jeong-Eum Cha, Tiara Kinsey-Dadzie, Hexin Yang, Hunmin Cha, Emily Nothnagle, Yujeong Chang, Charis Stanek, Josie Sarabia
Image depicts Lucy Prout’s cohort (The New York University Silver School of Social Work PhD Cohort) celebrating the end of year together in Prospect Park. The image depicts four people smiling at the camera with their arms around each other. The people are standing on a grassy area in the park with trees behind them. From Left: Dget Downey, Xixi Kang, Natalie Green, Luisa (Lucy) Prout, Seonyeong Kim
Building collaborative community: One of the most powerful aspects of the PhD program is learning that we don't have to navigate this journey alone. Collaborative community emerges when we shift from viewing our peers as competition to seeing them as collaborators. This means celebrating each other's publications, sharing opportunities even when we might benefit from them ourselves, and recognizing that our collective success strengthens the entire field. Also consider forming cross-cohort connections through research interest groups, co-authoring opportunities, or informal mentorship relationships where more advanced students support newer ones. These connections often evolve into lifelong professional relationships that extend far beyond graduation.
Peer learning: Some of our most valuable learning happens outside formal coursework. Peer learning creates space for the questions we might hesitate to ask in class, the methodological struggles we're working through, and the practical wisdom that only comes from shared experience. This might look like study groups that tackle challenging readings together, practice job talks where we offer constructive feedback, or informal consultations about each other’s CVs or research design decisions. When we provide constructive feedback to each other, we not only strengthen our own understanding but also build the collaborative skills essential for academic success.
Show up for each other in academia. Being in a PhD program can be a vulnerable time. A previous cohort offered great advice that could transfer depending on institutional culture: CC'ing each other on emails to faculty (e.g., when requesting extensions or navigating conflict) can help normalize asking for support and create a sense of shared advocacy.
Take time outside academia. Time outside the classroom matters. At the end of the day, we’re more than PhD students. My cohort has had a lot of fun together--cooking homemade noodles, picnics, making cocktails, and playing games. Protecting time for joy, laughter, and getting to know each other outside of our academic interests makes the harder parts feel less lonely.
The PhD journey is one that few fully understand, but within it, we are building relationships that will last throughout our careers. In supporting one another, we find not only colleagues but also comrades, collaborators, and friends.
First Year Reflections
Kevin Yu (He/Him)
Image depicts the blue sky with big white clouds and the leaves of a tree on a body of water.
For some, that first year completely changes their academic trajectory. For others, it’s just another year in school.
Social work PhD programs are incredibly diverse, both in what we study and how we study it. But one thing every doctoral student has in common is that, at some point, we’ve all been first-year PhD students. It’s a temporary identity that can be as impactful, or as forgettable, as each person makes it. For some, that first year completely changes their academic trajectory. For others, it’s just another year in school.
I just wrapped up my first year in a social work PhD program, and while the experience is still fresh, I want to share my reflections. This is just my perspective; everyone’s experience is valid, but I hope my reflection will spark some ideas for your own reflections. I’m also using what I learned from my first year to shape my plans for the year ahead. This habit of looking back to plan forward is something I’ve practiced and enjoyed for a long time, and I think it has value far beyond just the first-year experience.
So, here’s my approach: reflect on your past year and then use those reflections to plan for the future.
Expected
The list of things that matched my expectations is actually pretty short, mainly because I didn’t walk in with many expectations. The biggest one? I knew that moving thousands of miles from California to Michigan meant I’d need to build a new support system.
That expectation came true in the best way possible. My new support network now includes people in my cohort, students further along in the program, faculty both inside and outside my department, and community members. This network was a huge source of personal and professional support, and I’m so grateful it came together the way it did.
Unexpected
Before starting my PhD, I talked to a lot of current students about their first-year experiences. The overwhelming consensus? They told me that I was going to “die”. So the fact that I made it out alive was…unexpected!
All jokes aside, yes, the first year was challenging. But it wasn’t the hardest thing I’ve ever done. I think there’s a bias in academia where we assume that if something is worth doing, it has to feel like you’re suffering through it. That’s pretty ironic, considering how much we talk about self-care and avoiding burnout. So no, I didn’t “die,” and I’m glad to say I got through year one relatively unscathed.
Another surprise was how unstructured my life became. Outside of classes, there wasn’t much of a set schedule. Most of my research-related work had big, distant deadlines with nothing incremental in between. Compared to when I was working, or even when I was in my MSW program, this was very different. Not bad, not good… just unexpected, and something I hadn’t really heard others talk about.
What to Keep
Going into my second year, the top thing I want to keep doing is building relationships. My support system has been invaluable, not just personally but professionally as well. I’ve gotten advice from students ahead of me, discussed theories and methods with faculty, and even learned about and secured funding opportunities, all because of building out these connections.
This kind of social capital is valuable anywhere, but even more potent in academia. So I’ll definitely keep forming and maintaining new relationships with different people in year two.
What to Change
One thing I will change is how I approach self-care. At the start of year one, I set strict self-care goals, like exercising for an hour every afternoon, and I stuck to them all year. However, because the program itself is so unstructured, this rigid approach sometimes backfired. For example, if I were deep in writing and “in the zone,” I’d still interrupt myself to go work out, just because it was on my schedule and I wanted to adhere to it. Instead of recharging me, self-care sometimes felt like a chore.
In year two, I will loosen things up. Instead of daily targets, I’ll set flexible weekly goals, like “three hours of boxing this week”, and fit them in when my body and brain actually need them. That way, self-care will do what it’s supposed to do: Rejuvenate, not disrupt.
Most people’s first-year PhD experience probably doesn’t look exactly like mine, and it would be pretty strange if it did. But I hope my reflections are at least a fun read, and maybe even a prompt for your own.
If you want to try this yourself, here are four simple questions: What went as expected this past year? What didn’t? What do I want to keep doing next year? What do I want to change?
We usually do reflections and resolutions in January before the beginning of the calendar year, but for students and academics, the start of the school year might be the perfect time.
Graduate student unionism and what to do if your union is bargaining this year
Nico Juárez (He/him)
Image Description: Image of a raised fist holding a pencil. The fist is in front of a black background shaped in a circle. The fist and arm are red with a black outline.
So, if you’re navigating the first year (or the seventh), what can you do to advocate for better living conditions for your fellow graduate workers?
For many PhD students in social work, the graduate student union, which negotiates the contract determining our salary, benefits, and many other protections, will be at the bargaining table this year. For example, the University of California system, alongside the University of Michigan, Emory, the University of Pennsylvania, and many others, will all have graduate student unions that are going to be renegotiating their contracts with the university. For many graduate students—especially those coming in for their first year—union bargaining can appear chaotic, stressful, and unnecessarily distracting. However, given the importance of collective bargaining in a time where universities are under attack—not to mention the direct effects it has on our salaries and well-being—it’s imperative that social work PhDs participate how and where we can. So, if you’re navigating the first year (or the seventh), what can you do to advocate for better living conditions for your fellow graduate workers?
Join Your Union!
If you haven’t joined your union, consider signing a membership card as soon as possible! By joining your union, you can play an active part in voicing what about your job or the university you’d like to see changed and will have the opportunity to attend meetings and participate in collective decisions. Many unions do not require you to hold a teaching or research position to join, so don’t let that deter you!
Attend General Membership Meetings
If you’re a member of your union, you can attend a general membership meeting. Nearly all graduate student unions will hold regular general membership meetings where graduate workers can come together to learn about the bargaining campaign, voice their concerns, and participate in deciding next steps. Consider reaching out to your department steward or checking your union’s website for more information. If you can’t find either, it’s always a good idea to reach out to another PhD student who may be further along in the program.
Get Involved in Your Union
Besides general membership meetings, unions generally have various committees and caucuses meant to address specific issues facing graduate workers. This could include groups advocating for trans healthcare or protections for international students, as well as research groups supporting positions at the bargaining table. By joining a union committee or caucus, you not only have the opportunity to make friends in other departments, but can also apply your social work skills by supporting the bargaining campaign.
Participate in the Campaign
It’s impossible to know all the possible outcomes of a union’s bargaining campaign. Sometimes graduate workers decide to put on letter writing campaigns, other times there will be bargaining sessions open to all members to attend, and sometimes even labor strikes where graduate workers withhold their labor to gain concessions at the bargaining table. By participating in these activities when and where we can, we build a community of care and ensure that those around us are being supported.
“But what if my university doesn’t have a union??”
This is a real issue. Despite a growing number of graduate workers coming together to form unions, many of us are without the necessary protections. In a time where universities are under attack, this is especially precarious. So, if that’s the case, what should you do?
Connect with Unionizing Efforts at Your University
Many universities are currently working on unionization efforts. At the University of Texas, Austin, for example, graduate workers are organizing for cost-of-living adjustments (COLA) that would make living in Austin more affordable. Similar efforts exist at other universities and it's worth asking around or searching online to see if your university has similar efforts.
Find Other Organizing Opportunities
Across the country, faculty, staff, researchers, and other academics are coming together to make their voices heard. These range from walkouts to demonstrations to open letters meant to push back against austerity cuts and compliance with the Trump administration’s policies. By connecting with organizers, you can fight to win protections for yourself and your community!
Socialize With Those Around You!
Ultimately, we will have to rely upon one another to make a better world. By building close connections with those in your community, you can make sure that people feel comfortable reaching out for support when they need it and build a community that takes care of one another. If nothing else, building spaces for collective care is an essential part of making it through times like this.
Whether with a union or without one, together we have the power as workers to build a new world where no one is left out!
Thriving Without Conforming: Defining Success
Chenyu Zhao (She/her)
Image depicts a tree with long spindly arms and light green leaves growing in a body of water. Mountains with snow surround the lake and the sky is light blue with wispy clouds.
Am I doing this for prestige, or does it genuinely make me smile?
As a PhD student, it’s easy to fall into the “ambition trap.” Academia rewards relentless effort: publishing, polishing a CV, and keeping pace with a culture that prizes prestige. For a while, I was drawn into that current too. But when I pause and listen to my inner voice, my idea of success doesn’t look like what academic culture promotes.
There’s a culture clash around me. I love reading, writing, and learning. I give my best and am happily thriving in my PhD program, but CV bullet points don’t drive me or define my identity.
I want to use my body and mind to cultivate a peaceful, content life while doing what I love, surrounded by loved ones. I’m grateful to have reached those goals and want to preserve them.
Resisting the traditional measures of success doesn’t reject hard work or growth. It’s a practice of choosing projects that align with my values, saying no to opportunities that look impressive but drain me, and safeguarding the life I want. Before taking on something new, I ask myself: Am I doing this for prestige, or does it genuinely make me smile?
So far, I’m finding balance by not racing in a work culture that celebrates speed. Everyone’s balance and definition of success looks different. I set goals, work hard, and celebrate the journey. Perhaps the real success in academia, and in life, is permitting ourselves to define it on our own terms and having the courage to follow where it leads.
Inside Online Education: Fresh Perspectives on Virtual Learning
Marsha McDowell (She/they)
Image description: Computer and keyboard on blue background with educational icons of a book, diploma, lightbulb, graduation cap, headphones, apple, pencil, and globe. The computer screen includes images of a student, teacher, calculator, and document.
It occurred to me that online school wasn’t this bad thing that I’d always been made to believe by teachers and administrators throughout my and my kids' educational experiences; it was the only way I was going to be able to continue my education at this point in my life.
Online education has been growing in recent years, especially after the lockdowns of COVID-19, when millions of students were forced onto computers, tablets, and smartphones to continue their education. Humans are social creatures, and going to a campus for school, whether it’s primary school or higher education, is a daily routine for many of us. A lot of people, understandably, struggled with this immediate and chaotic change.
However, a good portion of us were very excited for the switch to virtual learning. Although I had completed some online courses during my undergraduate years and graduated high school through a mail program after I was pushed out of my senior year (I even got a frog to dissect through the mail!), I was both excited and concerned about my then 5th and 7th-graders switching to virtual school. I knew there would be new challenges, but what I didn’t expect was to experience my kids improving in school because they now could squirm in their chairs, lie on the floor while listening to the teacher’s instructions, and do their schoolwork at night because that’s when their brains worked better.
So, what did I do with this newly found information? I decided to try an online master’s program and participate in online education simultaneously. Of course, I had my apprehensions because I was familiar with schools like ITT Tech, University of Phoenix, and Corinthian Colleges, and the scandals they were involved with. But those scandals had nothing to do with whether the program was online or not. Those were schools practicing predatory lending and deceitful practices; something many education centers, both public and private, on campus and off, have been involved in. I wondered why, then, I should not give it a chance, especially if I did my homework and checked accreditation status, compared programs, and the school didn’t promise me the world after graduation (that’s a sure sign you should ask questions). I also knew that in the current situation (worldwide pandemic, homeschooling kids), I would not be able to continue my education at a traditional university campus.
Besides the barriers that kept me from going to a traditional university campus for graduate school, I don’t like driving and dealing with crowds. I also have a chronic illness that doesn’t allow me to sit comfortably for long periods of time, and my ADHD requires fidgeting and listening to music to focus. It occurred to me that online school wasn’t this bad thing that I’d always been made to believe by teachers and administrators throughout my and my kids' educational experiences; it was the only way I was going to be able to continue my education at this point in my life.
Fast forward to the present, and I have graduated with not just a master’s degree but also an extra master’s certificate and am now in an online PhD program. When I was researching schools and programs for an online PhD, I found that a lot of traditional universities are joining the ranks of virtual learning and offering fully online programs in undergraduate and graduate programs, with many being called “Global Campuses.”. For example, Johns Hopkins, Harvard, and Stanford all have online undergraduate and graduate programs. While not all programs are appropriate for virtual learning, hundreds of programs are suitable and are now more accessible to people who historically have not had access to higher education. There are millions of non-traditional students and lifelong learners who now have access to higher education programs that remain inaccessible at most traditional universities. Barriers such as lack of transportation, disability, and proximity to physical campuses are no longer barriers keeping people from accessing higher education. This is especially the case for graduate school, with many students struggling to balance work and family lives and not having the time or energy to participate in on-campus degree programs.
While online programs don’t include the face-to-face interaction that is important for social growth and collaboration in education, the idea that students are alone and unsupported is a myth. I have experienced great levels of support, if not more so, than I did in my traditional undergraduate program. I am progressing through my PhD program within a student cohort that I communicate with in discussion posts and group projects. I am interacting more with students and professors now than I ever did when I went to campus and sat in a lecture hall. To be sure, the conversations are sometimes difficult with technical issues and the daily struggle of forgetting to unmute myself on Zoom, but the conversations are still happening, which is what is important. This isn’t to say that traditional campuses are wrong; they’re not. They’re just not right for everyone, and virtual programs deserve the same respect as face-to-face programs.
Online education is not a monolith, nor was it a stopgap solution to a temporary crisis like COVID-19. As universities expand their digital offerings, student diversity in terms of learning needs, life circumstances, and preferences must remain central to program design. That includes understanding the different needs and learning styles of different learners. Students also are not a monolith, and while universities can’t cater to everyone, online learning certainly benefits thousands of students who would otherwise not be able to continue their education.
As we go into another school year, I am looking forward to continuing my path in the way that works for me without the nagging thoughts that I’m doing it wrong because science is still debating whether or not online school is effective. I’m enjoying myself, I’m learning, I’m networking through conferences and student cohorts, and I’m doing it in a way that supports my needs. Self-care is a big topic, especially in the world of human services and social work. After all, we can’t care for others if we aren’t caring for ourselves.
Introducing New SSWR DSC Members
Image depicts a black background with a neon sign. The sign is the neon pink outline of a speech bubble with white neon text that reads “hello” in cursive.
Student Engagement Sub-Committee
The student engagement committee welcomes two new co-chairs and many new members.
Ninah Bell, MSW
Student Engagement Committee Co-Chair
Pronouns: She/her
Morgan State University
Research interests: Social perceptions of Black women/ girls, policy development, macro/ systems
Julia Lesnick, MSW
Student Engagement Committee Co-Chair
Pronouns: She/her
University of California Los Angeles
Research interests: Youth Justice; Justice Reinvestment; Public Budgeting; Youth Voice- University of California Los Angeles
Introducing the new members of the Student Engagement Committee
Shannon Latrice, MSSW (she/her)- University of Pittsburg
Natalie Green, LMSW (she/her) - New York University
Paridesa Campbell, MSW (she/her) Clark Atlanta University
Gwendolyn Taylor, LMSW, MSOL, CASAC, CPP (she/her) Adelphi University
Kristin E Funk, LCSW, LCAC, CSWM (she/her) Indiana University
Stella Zhu, MSW (she/her)- Rutgers University
Obinna C Onyegesi, MSW, LMSW, LCDC (he/him) University of Texas at Austin
Conference Sub-Committee
Esmeralda Rubalcava Hernandez, LMSW
Conference Committee Co-Chair
Pronouns: She/Her/Ella
The University of Texas at Arlington
Research interests: Anti-colonial racial studies at the intersection of policing and immigration systems, decolonization, and anti-oppressive social work pedagogy
DeKeitra Griffin, LCSW
Conference Committee Co-Chair
Pronouns: He/King
Louisiana State University
Research Interests: LGBTQIA+ and intersections of mental health, substance use, HIV, sex work, and intimate partner violence
Introducing the new members of the Conference Committee
Jeeyeon Hong, MSW (She/her)University of Texas at Austin
Ana Liseth Ponciano, LMSW (she/her/ella) at University of Texas at Arlington
Amy Xu, MSW (she/her) at Ohio State University
Anna Wasim, MSSW (she/her) at University of Denver
Blake Conley, LCSW, MSW, MPH (he/him) at University of Kentucky
Mentoring Sub-Committee
Introducing the new members of the Mentoring Sub-Committee
Alice Williamson Jones, MSW (She/her) attending UNC Greensboro
Yahan Yang, MSW, RSW (she/her) attending the University of Toronto
Zoe Baccam, MPH, MSW (she/her) attending Arizona State University
Mustafa Rfat, MSW, MPA attending Washington University in St. Louis
Qingqing Yin, MSW (she/her) attending the University of Pittsburgh
Communications Sub-Committee
Leah Munroe,LMSW
Communications sub-committee co-chair
Pronouns: she/hers
Louisiana State University
Research Interests: Chronic pain and disability, substance use disorders, and social determinants of health
Introducing the new members of the Communications Sub-Committee!
Luisa (Lucy) Prout, MCJ
Pronouns: She/her
New York University
Research Interests: Intimate partner violence, domestic violence, restorative practices, restorative justice
Ruijie Ma, MSW
Pronouns: She/her
University of Pittsburgh
Research Interests: Poverty and income policy, child flourishing, child maltreatment prevention
Chenyu Zhao, MSW
Pronouns: She/her
The University of Texas at Arlington
Research Interests: Mindfulness, Physical Activity, Adolescent Mental Health, Social determinants of health
Marsha McDowell, M.A.
Pronouns: She/they
University of Arizona Global Campus
Research Interests: Parenting on the Spectrum, Support Needs of Parents with Autistic Dependents, Trad Wife Movement
Kevin Yu, MSW
Pronouns: He/him
Michigan State University
Research Interests: Child Welfare and Youth Homelessness
Sadaf Sedaghatshoar, MA
Pronouns: She/her
University of Louisville
Research Interests: Oncofertility, HIV care, Reproductive health, Cancer survivorship, Qualitative methods
Jennifer Elliott, MSW
Pronouns: She/her
University at Buffalo
Research Interests: Intimate Partner Violence, Cultural Responsiveness
Yujeong Chang, MSW
Pronouns: She/her
The Ohio State University
Research Interests: Child Maltreatment; Child Development; Resilience; Parenting; Child & Adolescent Mental Health
Nico Juárez, MSW
Pronouns: He/him
University of Michigan
Research Interests: Community Organizing, Water and Land Rights, International Social Work, Social Inequality, Racial and Economic Justice
DSC Call for Nominations: Doctoral Student Achievements
Image depicts several organs and white balloons with gold string in front of a bright blue background. The balloons are emerging from the bottom left corner of the photo.
Submit Nominations for Doctoral Student Achievements!
Celebrate doctoral students’ accomplishments in research, practice, and/or degree milestones!
SSWR DSC Communications Subcommittee has an ongoing call for nominations to showcase social work doctoral student achievements.Nominate a colleague (or yourself) to have their recent accomplishments featured on SSWR DSC social media and in a future DSC newsletter.
The nomination form asks for your name, pronouns, program, a description of the accomplishment(s), information about your research, and brief bio information. If you want, you can also upload a photo of the nominee for us to share and tell us your social media handles to mention in the posts. Student achievements will be posted to social media and the SSWR DSC website as they are received. Achievements will also be featured on the SSWR DSC Newsletter.
View past students showcased for their achievements here.
CLICK HERE TO NOMINATE A COLLEAGUE (OR YOURSELF) TO BE FEATURED
Social Work Snippets
Job Opportunities and Funding
National Dissertation Award for Research on Poverty and Economic Mobility 2025–2026
Deadlines: January 24th, 2025
Postdoctoral Fellowship in Research on Social Determinants of Health & Prevention Science— Virginia Commonwealth University School of Social Work
Deadline: Ongoing
Additional Resources
RESOURCES FOR NEWER CONFERENCE PRESENTERS AND ATTTENDEES
How to Give a Scientific Talk: https://www.nature.com/articles/d41586-018-07780-5
Video on How to Confidently Present your Research at Conferences: https://asiaedit.com/webinar/how-to-confidently-present-your-research-at-conferences-in-person-and-online
Not following “SWRnet”?
Formerly known as the IASWR Listserv, SWRnet (Social Work Research Network) was launched in October 2009 to continue serving the social work research community by providing regular updates on funding opportunities, calls for papers, conference deadlines and newly published research. SWRnet is administered by the Boston University School of Social Work.
ADDITIONAL INFORMATION
Disclaimer: This newsletter is created as free service by SSWR Doctoral Student Committee Communications Subcommittee members:
Leah Munroe (she/her)
Hannah Boyke (They/Them)
Umaira Khan (She/Her)
Emily Joan Lamunu (She/Her)
Seon Kyeong (She/Her)
Luisa (Lucy) Prout, MCJ
Chenyu Zhao, MSW
Marsha McDowell, M.A.
Ruijie Ma, MSW
Nico Juárez, MSW
Kevin Yu, MSW
Sadaf Sedaghatshoar, MA
Jennifer Elliott, MSW
Yujeong Chang, MSW
The opinions expressed in this newsletter are the opinions of the individuals listed above alone and do not claim to represent the opinions of SSWR or the SSWR Doctoral Student Committee