The administrative structure of key leader ship

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about the administrative model. The administrative structure of key leader- ship holding multiple roles creating, for this student, a sense that there was not a person outside of the Initiative to whom she could voice concerns. We did not change the structure, but did create and incorporate a process through which students can express concerns to academic department leadership not directly involved in delivery of the model. Competition for MSW students throughout the human service com- munity is high, so recruitment at the MSW level can be difficult, especially with the previously discussed “congregational” moniker of the Initiative. CSWEI competes with other placements that may offer a large stipend, although this has been eased with a recent university grant award from the Health Resources and Services Administration (HRSA). Contingent upon funding, CSWEI has offered small stipends intermittently to offset student out-of-pocket costs. RAOs and other faith-based entities offer a unique, diverse, and enrich- ing learning environment for student learners, yet historically it is a setting avoided by field educators. The CSWEI model demonstrates how creative collaborations can enhance student skill development while simultane- ously bridging community gaps in care. A primary goal of this article is to encourage other communities to expand programs beyond traditional field partners and replicate the model. There exists an intersection of com- munity health needs and a need for dynamic field education placements. Capturing this programmatic potential requires identifying new pathways and engaging new partners. Acknowledgements: CSWEI gratefully acknowledges the ongoing and long-term financial support of Cone Health Foundation whose mission is to, “To invest in the development and support of activities, programs and organizations that measurably improve the health of people in the greater Greensboro area.” CSWEI also extends its appreciation to the Congrega- tional Nurse Program. Lastly, the Initiative recognizes the efforts of Paula B. Evans, JMSW graduate assistant, and Jenny Berggren. R EFERENCES Arboleda-Flórez, J., & Stuart, H. (2012). From sin to science: Fighting the stigma- tization of mental illnesses. Canadian Journal of Psychiatry, 57 (8), 457-463.
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103 THE CSWEI: A NEW PATHWAY Barker, S. L. (2013). A qualitative examination of the experiences of Christian students in social work educational programs. Social Work & Christianity, 40 (1), 3–22. Barker, S. (2007). The integration of spirituality and religion content in social work education: Where we’ve been, where we’re going. Social Work & Christianity, 34 (2), 146-166. Berg-Weger, M., & Schneider, D. F. (1998). Interdisciplinary collaboration in social work education. Journal of Social Work Education, 34 (1), 97-108. Bonifas, R. P., & Gray, A. K. (2013). Preparing social work students for interprofes- sional practice in geriatric health care: Insights from two approaches. Education Gerontology, 39, 476-490. doi: 10.1080/03601277.2012.701137 Carroll, J. W. (2006). God’s potters: Pastoral leadership and the shaping of congrega- tions. Grand Rapids, MI: William B. Eerdmans.
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  • Winter '17
  • Jennifer Jones
  • English, CSWEI

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