Everett Smith Jr., Clinical Instructor and Coordinator for Field Education
E-mail: firstname.lastname@example.orgRoom: 5E37
UM School of Social Work
525 West Redwood Street
Baltimore, MD 21201
Everett Smith Jr graduated from the Diana R. Garland School of Social Work at Baylor University with a BSW and MSW. He is trained in multisystemic family therapy, functional family therapy, and the Sanctuary Model for trauma responsive work with juvenile justice involved families in Baltimore City. Additionally, he has provided therapeutic services to children, adults, and families at two outpatient mental health clinics in Baltimore. Everett's current work and interests include teaching social work students to provide individual, group, and family therapy, interprofessional education projects, supporting the implementation of the community school model in Baltimore City's public schools, anti-oppressive field education, critical reflection in social work practice, providing mental health and de-escalation trainings, and addressing the social determinants of health and mental health. Everett recognizes the importance of liberation-based and person-centered approaches to clients frequently dehumanized by social and institutional systems.
M.S.W. Master of Social Work, Baylor University, May 2011, Concentration: Children and Families
B.S.W. Bachelor of Social Work, Baylor University, August 2010, cum laude
Anti-oppressive social work practice is an intrinsic area of focus in both my clinical work and role as a gatekeeper in social work education. I am interested in further developing a critical pedagogy for social work education that attends to oppressive cultural constructs and narratives, the histories of marginalized people, social work skills that liberate rather than placate people experiencing injustice, and assist the social work profession in developing a social justice praxis at all levels of practice. Critical reflection is an important tool for providing person-centered and anti-oppressive social work services. Additionally, I teach clinical skills courses where I encourage students to attend to policy and systems advocacy necessary to achieving just outcomes. I reject the notion that clinical work begins and ends with the person or people in the room. I am interested in studying the impact of critical reflection on social work practice behaviors and practice outcomes.
Family therapy is my primary direct practice background. Although I primarily worked with families court-ordered by the juvenile justice system, I continued to work with families in the outpatient mental health context by inviting family members to support their family member with managing and resolving mental health issues. Additionally, I worked to address the impact of mental health issues on the family system using solution-focused, narrative, and cognitive-behavioral approaches to increase hope, connectedness, effective communication, and boundary setting. I remain interested in developing systems responsive to the needs of diverse family types. Regarding research, I am interested in applications of family stress theory in health and behavioral health settings to reduce caregiver burnout.
Field education is the signature pedagogy of social work education; however, social work researchers have identified the quality of field education varies both within and between social work education programs. Additionally, many field instructors lack the supports necessary to implement best educational practices. I am currently designing resources to assist field instructors in guiding field students toward reflexivity and praxis regarding social justice values as identified in the NASW Code of Ethics and CSWE Core Competencies. I am interested in researching the impact of critical reflection on student’s behaviors and attitudes in the field practicum. Additionally, I desire to incorporate and evaluate the impact of standardized patients on student competence and a more uniform evaluation of student achievement in the field practicum.
Developing systems responsive to mental health issues and trauma, youth development, and family needs. Institutions developed around the interests and needs of the professionals, providers, and policy makers rather than the constituents and participants. This has resulted in discombobulated institutional silos that are difficult to navigate, inefficient in the use of limited resources, and ineffective in promoting wellbeing to society’s most vulnerable members. Bridging the information gap between academia and social institutions as diverse as public schools, law enforcement, healthcare providers, a library system, government programs, and religious organizations is an important step toward building responsive communities. I have successfully trained child welfare workers, librarians, police officers, school administrators, teachers, and community activists on youth
development, mental health issues, the effects of trauma on human behavior and the brain, de-escalation techniques, intergenerational relationship building, and community resources.
Since joining the University of Maryland School of Social Work, I have represented social workers in a variety of interprofessional education (IPE) activities using didactic and experiential activities with standardized patients and clinical rotations. I believe IPE will play a key role in addressing the social determinants of health, and social workers are poised to lead IPE projects in addressing the ecological factors affecting patient prognosis and wellbeing. Social workers’ role in IPE is important to addressing the Grand Challenges of Social Work by closing the health gap, advancing long and productive lives, and ensuring healthy development for all youth. I am interested in researching IPE activities’ impact on patient outcomes, team-based care, and the social determinants of health.
Holmes, S. D., Smith, E., Resnick, B., Brandt, N. J., Cornman, R., Doran, K., & Mansour, D. Z. (2018). Students’ perceptions of interprofessional education in geriatrics: a qualitative analysis. Gerontology & Geriatrics Education, 1–14. https://doi.org/10.1080/02701960.2018.1500910
·Sherr, M. E., Pooler, D., Stamey, J., Dyer, P., Smith, E., & Summers, A. (2012). The influence of religious participation on sexual activity in a randomized effectiveness trial for minority youth. Journal of Social Service Research, 38(2), 156–164. https://doi.org/10.1080/01488376.2011.615270