MH Practice II
MH Practice II
Field Practicum I
- National Association of Social Workers (NASW). 01/01/2016 - 12/31/2016. Position: Chair, Utah NASW Committee on Social Justice & Advocacy and NASW Utah Board Member. 08/01/2017 - present. Position : Member and subcommittee Chair.
- Board, Chamade, Bridging the Great Divide, Salt Lake City, Utah. 01/01/2016 - 12/31/2016. Position : Board Member.
- National Association of Social Workers (NASW). 01/01/2016 - 12/31/2016. Position : Chair, Utah NASW Committee on Social Justice & Advocacy and Board Member.
- Clinical Supervision 2017 1. Provide LCSW supervision to the MSW social worker (clinical director) at University Neighborhood Partners (Bridge Training Clinic West). 2. Supervise PhD students at the Bridge Training Clinic East, on campus at CSW (two students). We specialize in providing services for transgender teens. 3. Provide advising through the CSW Practicum Office for four students at the University Counseling Center. 4. Supervise MSW student at Calvary Baptist Church counseling center. 01/01/2017 - present .
- Clinical Social Worker, Bridge Training Clinic, College of Social Work, University of Utah. 01/01/2016 - present .
- currently co-facilitate three ongoing dialogue programs: 1. January, 2012-current White Male Privilege Dialogue Training Group. CSW with University Counseling Center, University of Utah 2. September, 2008-current Dialogue Training Group with Women’s Resource Center, University Of Utah 3. January, 2003-current Monthly dialogue group. Bridging the religious divide. Salt Lake City . 01/01/2016 - present .
I think of teaching as my true vocation or "life calling" .
What is good teaching? Good teachers are in part, good students. I think of teaching as "learning publically", in front of my students.
Why is learning important for a teacher? The Latin root of "education" means "to draw out". What does the teacher draw out (or learn about)? I believe that my central job as a teacher of future professional helpers, is to draw out the consciousness, the wisdom, the values, that are already in my students.
I believe that, especially in this era of digital libraries, internet resources, and communication technologies, knowledge acquisition is not the most important goal in education. As the great philosopher J. Krishnamirti pointed out, all knowledge is about the past, and therefore always incomplete in the present. The tendency to hold on to, and even identify with the partial truth of knowledge, is, as teacher and author Eckart Tolle has written, the core of ego; and ego is the identification with everything that is ultimately not who we are, including the work we do, our belief systems, our political parties, and even our own feelings and thoughts.
Instead, I focus especially on helping students develop their own consciousness, or "reverent awareness" of their innner selves and outer worlds. The word "reverent" refers to the abilty to accept the way the world is in the here and now, the ability to love myself and others as we are, and accpet the world as it is. As the Western psychiatrist Jack Kornfield noted, upon studying Eastern psychologies for many years, the best therapies East and West are all about consciousness work.
What does this mean about classroom learning? Yes, we explore theories, and facts, and practice skills. But the foundation of professional helping comes from the consciousness of the helper. Without the ability to see myself and the Other accurately, I may only see people through the lenses of the theories and models we have developed.
Most of us learn best by doing, so I seek to develop opportunities for experiential learning in the classroom. Much of the classroom experience is in our human interactions. For example, instead of conducting role plays, we conduct "real plays" in which we actually practice working with consciousness as we interact with other people.
There is no teaching approach that "works" for all students, but over the years, most students have reported that the approach I have developed is useful to them in learning how to be professional helpers.
number of courses and students
See course list attached, for full list of courses taught. According to CSW staff, I have taught the most students each year, of all instructors/faculty, over all the years that this data has been collected.
- The TCIC team is preparing several evaluation/dissemination projects, including a documentary film as well as outcome surveys and projected articles. Paper in progress, 09/2016.
- Transforming classrooms into inclusive communities. Project Lead: David Derezotes, Director. Collaborators: see current complete list below. CTLE 09/2016 - present.
see teaching and mentoring awards in vita
- I am working with a number of students, from undergraduate through graduate and doctorate levels, on many projects that they have identified as important to them. These include program evaluation and documentary of TCIC, radio programs on KRCL, independent study courses at the CSW, and PCS internships. 01/01/2016 - 12/31/2018
Dissertation for PhD students:
As Chair of Dissertation Committee, complted one dissertation in 2016.
As Member of Dissertation Committee, worked on three intnernal committees and one committee in another department
Supervised independent study classes for 2 PhD students, 8 MSW students, 2 undergraduate students