SOCIAL

Building on Success: Our Journey in Social Work This Year

This past year has been another successful and rewarding one for the Division of Social Work. We are proud to continue enhancing our program by integrating critical areas of practice, such as telehealth, trauma-informed care, addiction and substance use treatment, child welfare, and ethics into our core courses. These essential topics ensure our students are equipped with the knowledge and skills necessary to meet the needs of individuals, families, and communities in Wyoming and beyond.

What’s Inside A Note From the Director

In keeping with the true spirit of social work, our students have been actively addressing social issues even before graduating. The BSW student organization, the Associated Students of Social Work (ASSW), and the MSW student organization, the Associated Master of Social Work Students of Wyoming (AMSW²), launched successful community initiatives this past year. These efforts included organizing a clothing drive for a homeless shelter, a food drive to support students facing food insecurity, volunteering at a community agency fundraiser, and donating to an organization that serves children with mobility impairments.

We are also excited to report that the number of enrolled MSW students has doubled, thanks to the expansion of our program to include a part-time option on the UW-Casper campus. This growth allows us to serve more students and contribute to the state’s workforce by graduating professionals equipped with specialized skills to address critical social issues.

This fall, we welcomed three new faculty members to our division: Jordan Dyett, based at the Laramie campus and Brenda Kost and Ray Pacheco, based at the UW-Casper campus. Each brings unique strengths to our program:

Editorial Credits: Valerie ThompsonEbanks, Destiny Reed (MSW Student), and Bobbie Schreiner (Work Study Student)

Institutional Marketing: Mark Belcher and Michelle Eberle

• Jordan Dyett, Ph.D., MSW, B.A. brings direct practice experience with systems affecting youth, particularly those with disabilities, and provides support to individuals struggling with addiction. Jordan is also dedicated to exploring ways to interrupt carceral violence, particularly in communities affected by the war on drugs. View Jordan’s faculty webpage.

• Brenda Kost, LCSW, MSW, BSW, has extensive experience in community mental health, medical social work, and school social work, serving diverse age groups, from children to adults. View Brenda’s faculty webpage.

• Ray Pacheco, MSW, B. S. focuses on working with individuals from ages 10 to seniors, specializing in grief, divorce, trauma (using EMDR), CBT, and mindfulness techniques for chronic depression and anxiety. View Ray’s faculty webpage.

We invite you to learn more about our Division of Social Work by visiting our website. Stay connected with us and explore the impactful work our students and faculty are doing to advance social justice and well-being in our communities.

Sincerely,

Director and Professor Division of Social Work

PASSING THE TORCH

A grandfather and granddaughter’s shared Social Work path

Family legacies often involve heirlooms— recipe books, jewelry—but for Mark Mengering and his granddaughter, Kate Norman, their shared legacy is a passion for social work.

Mark’s journey began at Johnson County Healthcare Center in Buffalo, Wyoming, where he was asked to create a social work program for the center despite not having a formal degree. With his B.A. in Sociology and his Master of Divinity, he took the challenge head-on. However, faced with Medicare and Medicaid regulations requiring proper credentials, he reached out to the University of Wyoming’s Division of Social Work to pursue his Bachelor of Social Work (BSW) degree. Dr. James (Jim) Weibler, then chair of the UW Social Work Department, assured Mark that if he could form a cohort, he and the social work faculty would provide instruction. Mark’s determination was clear as he organized a group of students in Buffalo, and twice a week, he and the other students made the 230-mile round trip to UW-Casper for classes.

Despite having already spent nearly twenty years out of school, Mark still found himself eager to learn, and the faculty was set on helping him obtain his dream. Drawing on his liberal arts background, he enrolled in the BSW Program in the summer of 1985 and earned his BSW degree from the UW on December 20, 1986.

Mark later earned his MSW from the University of Denver in 1988 and rejoined his family in Buffalo, where he worked as the director of Vocational Rehab in Sheridan, Wyoming, and within the school district of Buffalo, Wyoming. In fact, Mark went on to become the first social worker for the Johnson County School District, navigating challenges such as limited resources and long commutes to visit

schools within the school district. After obtaining his MSW degree, he studied for and obtained his clinical social work licensure two years later, in 1990. His career eventually took him to Idaho, where he spent 17 years as one of two social workers serving a school district with 21 Title I schools. There, he supported youth facing challenges with emotional regulation and navigating highrisk behaviors and peer influences.

After 40 years in social work, Mark reflects on the profound lessons his career taught him. He emphasizes the value of peer counseling, recalling how weekly lunch sessions with fellow social workers provided essential support and insights, a practice he believes every social worker should engage in. Mark also takes pride in seeing students, who often face overwhelming challenges, succeed and build better futures. Above all, he has come to understand that while it’s easy to categorize people, every individual has unique value and wisdom to offer. For Mark, the essence of social work lies in recognizing and honoring humanity in every person, no matter the labels society places on them.

Fast-forward to 2020, the year of COVID-19, Kate entered her first year of college at the UW, hoping to pursue a degree in teaching. She quickly realized that was not her career path. Inspired by her grandfather, who she knew loved his career, Kate “took a leap of faith” and pivoted to social work. She is happy she did.

When asked about her grandfather’s influence during her studies, Kate shared that he was an invaluable resource, always available to discuss ideas and offer

guidance. His passion for working in school districts inspired her to pursue a practicum in a school setting, which she thoroughly enjoyed. While Kate didn’t initially see herself as carrying on a family legacy, she has come to appreciate that connection. She finds it meaningful to share this path with her grandfather and already recognizes how his education has influenced her— something she hopes will continue to shape her as she grows in the field.

Graduating with both her BSW and MSW from the same university as her grandfather, she now works at Johnson County Healthcare Center, where Mark started his career. Kate is carrying on the family legacy while pursuing licensure. She’s gaining firsthand insight into the timeless challenges and rewards of rural healthcare, appreciating the continuity of social work’s core ethics, competencies, and practices across generations. Mark proudly reflects on his granddaughter’s accomplishments, noting that her empathy and intelligence will leave a lasting impact—just as his career did before hers. Together, they exemplify the very best of social work. Both Mark and Kate embody the qualities of compassionate, dedicated social workers, and their influence on the field—and on each other—continues to inspire.

Unbeatable Cohort Connections

“During my time in the MSW program, our cohort developed sincere, helpful connections. Our intensive weekends were littered with laughter, learning, and legendary grub!”

“The mutual respect, understanding, emotional intelligence, and care seen within my cohort has helped to create an inspiring, positive, bright, collaborative environment filled with vibrant personalities that I feel has laid the foundation for what I believe is going to be the start of a special learning journey! I felt very connected and comfortable with my cohort and the amount of awareness and genuine care shown made it easy to talk about the hard topics that we so desperately need to talk about in our world right now. I can’t wait to see how we move forward as a group!”

– Jordyn Reed, MSW Student

– Tiernan McIlwaine, UW MSW Alumni

“My cohort was so much more than my peers. We all became best friends and family to each other. Over two years we all supported each other through all the struggles but also through all the celebrations. We were all support for each other which I am so grateful for because you are all experiencing the same stress of an academic program together. My cohort gave me the confidence to believe in myself and stand up for what I believe in. They were the most constant part of the program, especially when it all felt like a lot. Being in the MSW program brought me my life long best friends, and for that I am so grateful.”

– Allyson Lehr, UW MSW Alumni

“Being part of a social work cohort at UW has significantly enriched my educational experience by fostering a strong sense of community and collaboration. The connections I’ve made with my peers have not only enhanced my learning but also provided me with invaluable support as we navigate our academic journeys together. The support and connections we’ve built within our social work program will continue to be a valuable resource as we progress in our future careers together.”

– Leah Albro, MSW Student

“The social work program has greatly impacted both my educational and personal journey. The BSW program is challenging, we are pushed to grow in ways beyond imaginable. Despite the challenges, the support and relationships within my cohort have been invaluable. The relationships I have built within my cohort have served as a form of self-care, especially when school becomes overwhelming. The relationships offer encouragement, understanding, and wisdom that makes the challenges we encounter more manageable.”

– Sage Kilgore, BSW Student

STUDENT LEADERS LEADING CHANGE

This past academic year, the Associated Master of Social Work Students of Wyoming (AMSW²), the MSW student organization in the Division of Social Work, held a successful food drive. The group collected 360 pounds of donations, including dry goods, canned meals, snacks, and more, with contributions from local businesses. The food was distributed between the College of Health Sciences (CHS) Food Share Pantry and UW’s Food Share Pantry,

supporting University of Wyoming students facing food insecurity.

Likewise, the BSW student organization, Associated Students of Social Work (ASSW), with members on both the Laramie and UWCasper campuses, actively served their communities through various initiatives. Laramie students led a successful clothing drive for the COMEA Homeless Shelter in Cheyenne, while UW-Casper students spearheaded fundraising efforts, with

proceeds benefiting Health Care for the Homeless and the Child Development Center of Natrona County’s Go Baby Go Wyo program, which modifies ride-on cars for children with mobility impairments. ASSW members also volunteered for the Mercer Family Resource Center’s “Dancing with the Stars of Casper” fundraiser and supported other local nonprofits in Natrona County.

The MSW and BSW student groups’ dedication to service is inspiring and demonstrates the power of collective action in creating positive change.

Congratulations to Our Newly Promoted Faculty

The Division of Social Work is proud to announce that three of our faculty members were recognized by the University of Wyoming and earned well-deserved promotions this past year. Congratulations to Billie Chapman, Field Education Director, who was promoted from Assistant Lecturer to Associate Lecturer; Sandy Leotti, Interim MSW Program Director, promoted from Assistant Professor to Associate Professor; and Valerie Thompson-Ebanks, Director of the Division of Social Work, promoted from Associate Professor to Professor. We extend our heartfelt congratulations to each of these faculty members for their outstanding achievements.

PUBLICATIONS facuLty

Dr. Sandy Leotti’s Publications

Leotti, S., Sugrue, E., & Itzkowitz, M., & Williams, K. (2023). Child Welfare and Social Work Education: From a Pedagogy of Oppression to a Pedagogy of Resistance. Advances in Social Work. 23(1), 1-25.

Leotti, S., Muthanna, J., & Anderson-Nathe, B. (2023). Failed Mothers and Risky Children: Carceral Protectionism and the Social Work Gaze. Social Service Review. 97(1), 130-168. *Winner of the 2023 CSWE Feminist Manuscript Award.

Cherry, K., Leotti, S., Panichelli, M., Wahab, S. (2023). Pandemic Possibilities: Confronting Neoliberalism in Social Work Education. Social Work Education: The International Journal 42 (6), 831-846.

Leotti, S. (2023). Book Review: Torn Apart: How the Child Welfare System Destroys Black Families and how Abolition can Build a Safer World. Affilia: Feminist Inquiry and Social Work, 38 (3), 528-529.

Dr. Neely Mahapatra’s Publication

Mahapatra, N., Yoon, S., Ojha, M., & *Okine, L. (Published online first, January, 2024). Resilience, loneliness, and anxiety during COVID-19 pandemic in the U.S. Journal of Human Behavior in the Social Environment, 1-19. doi.org/10.1080/10911359.2023.2293972m (Data based)

Dr. Valerie ThompsonEbanks’ Publication McCarty, J., Carrier, J. W., DeDiego, A. C., ThompsonEbanks, V. (2023). Selfreported reasons for college student attrition. Journal of Applied Research in the Community College, 30 (2), 33-50.

CELEBRATING FACULTY AWARDS AND LEADERSHIP MILESTONES

Assistant Professor Dr. Margaret Holland was named Mortar Board ‘Top Prof’ for exceptional contribution to the University of Wyoming and service to the students. This award is a student-driven selection process that allows students to acknowledge faculty members who have meaningfully impacted their lives.

Holland was also nominated for, and won one of the, University of Wyoming Disability Support Services (UDSS) “Going the Extra Mile” awards. This award recognizes a faculty member or staff member for “demonstrating qualities of knowledge, sensitivity, and helpfulness in assisting students with disabilities at the University of Wyoming.” This marks Margaret’s second student-nominated award from the past academic year. Congratulations, Dr. Holland!

Dr. Sandra Leotti, Associate Professor, received the Council on Social Work Education’s (CSWE) prestigious Feminist Manuscript Award for her article “Failed Mothers and Risky Children: Carceral Protectionism and the Social Work Gaze,” published in Social Service Review. Dr. Leotti’s award-winning article examines how social work research often reinforces harmful stereotypes about incarcerated mothers and their children, instead of addressing the broader social issues that lead to involvement with the criminal justice system. The award was presented in October 2023 at the CSWE Annual Program Meeting, recognizing the article’s important challenge to social work’s complicity in systems of surveillance and control.

We are also thrilled to announce that Dr. Sandy Leotti has been invited to join the Editorial Board of Affilia: Feminist Inquiry in Social Work. This appointment recognizes Dr. Leotti’s significant expertise in feminist perspectives and social work scholarship. Dr. Leotti will officially begin her 3-year term this past spring, contributing to the journal’s mission of advancing feminist scholarship within social work. Congratulations to Dr. Leotti on this exciting new role! You may peruse the website here.

Associate Professor Dr. Neely Mahapatra was elected President of the South Asian Social Work Educators’ Association (SASWEA).

SASWEA is an affiliated group of CSWE Commission on Diversity and Social and Economic Justice. The purpose of SASWEA is to provide a platform for social work educators and researchers who are interested in the South Asian region, South Asian population, and/or are of South Asian origin for networking and collaboration. Dr. Neely Mahapatra, many congratulations.

Celebrating the Next Generation of Social Workers

Building Bridges: Faculty-Student Collaboration in Professional Development

This past June, MSW part-time student Kim Dickinson attended the 2024 NASW National Conference in Washington, D.C., alongside Field Education Director, Billie Chapman. The conference, themed “Leading Social Change,” offered a range of informative plenary sessions and inspiring keynote speakers.

Throughout the event, a prominent theme was the inherently political nature of social work. Kim reflected on how the discussions deepened her understanding of social justice, particularly in the context of structural racism, and highlighted the importance of adopting anti-racist frameworks in practice. The conference also illuminated the intersection between social work and politics, broadening her perspective on the field’s role in shaping social change.

In addition to familiar topics, Kim was introduced to emerging ideas, including the role of social work in artificial intelligence (AI). While AI is not traditionally seen as a domain for social workers, she learned how they can play a crucial role in navigating ethical dilemmas, such as the ownership and use of digitized personal data after death.

Kim found the personal narratives shared at the conference particularly inspiring, reinforcing the power of lived experience in social work practice. She expressed gratitude for the opportunity to attend, made possible by support from a scholarship from the University of Wyoming’s Division of Social Work and a UW Casper College Rocky Mountain Power Education Enhancement grant. This experience underscores the value of collaborative professional development between faculty and students, fostering growth, inspiration, and a broader vision of the future of social work.

SPOTLIGHT ON ALUMNI TRAILBLAZERS

MAKING A DIFFERENCE

Division of Social Work 2023 Distinguished Alumni of the Year: Jason T. Castillo, MSW, Ph.D (2001 BSW Alumni)

Dr. Jason Castillo is currently the Associate Dean for Academic Affairs at the University of Utah College of Social Work. With a progressive academic journey, he transitioned from Assistant to Associate Professor, ultimately becoming a full Professor in 2022. He holds a Bachelor of Social Work (BSW) and a Master of Social Work (MSW) from the University of Wyoming, where he earned Dean’s List recognition in 2000-2001 and was a McNair Scholar during his Master’s. In 2007, he obtained a Ph.D. in Social Work from Arizona State University, Dr. Castillo’s commitment to social work extends to academia and the community. Leading the Bachelor of Social Work program at the University of Utah College of Social Work for six years, he also superheaded the Substance Use Disorder Treatment Training Certificate (SUDTTC) Program, securing a substantial $1.2 million grant (20172021). His achievements also include a $2.1 million HRSA Opioid Impact Family Support Program (OIFSP) grant

in 2020, highlighting his role in legislative advocacy for educational programs at the College of Social Work.

In collaboration with the Utah Substance Abuse and Mental Health Advisory Council, Dr. Castillo secured $100,000 for Recover @ U and obtained $500,000 in ongoing funds for the MSW Program, fostering faculty expansion and innovative program development. His research focus encompasses substance use, social justice, policy, and the intricate dynamics of fathers’ social networks, including elements like social capital. Dr. Castillo’s multifaceted contributions underscore his dedication to advancing the impact of social work across various disciplines.

Legacy of Advocacy: Dolores Jimerson’s Journey in Tribal Health and Social Work: Dolores Jimerson (‘Pioneer Class’-1999 MSW Alum) Dolores Jimerson, LCSW, ADS continues to exemplify the commitment to the values of social work and addressing social determinants of health to increase access to wellness for Indigenous people in this country. A commitment that contributed to her recognition as the 2010 Division of Social Work Alumna of the Year. Dolores is now based in WA serving as the Behavioral Health Education Director for the Northwest Portland Area Indian Health Board (NPAIHB) serving the 43 Tribes of ID, OR and WA. She is also faculty for Indian Country ECHO.

Dolores Jimerson’s career journey exemplifies the power of advocacy, resilience, and cultural humility, especially within tribal communities. Dolores pursued her BSW at Edinboro University of Pennsylvania and later

became part of the first MSW cohort at the University of Wyoming. Although Wyoming became what Dolores refers to as her “heart-home,” she was initially taken aback by the racism she encountered upon arriving from the east coast where she was traditionally reared in the culture of her father’s Seneca Nation of Indians (SNI), bear clan family. She felt as if she had stepped back in time, witnessing overt racism directed at “Indians”, including personal experiences in a predominantly white environment. Dolores realized the importance of advocating for herself and others, even while in the “pioneer” MSW class at UW. Support was found through Dr. Dolores Saucedo Cardona who connected her with the Dr. Judith Antell at the American Indian Studies program, creating a network of people with shared experience who she connected with as if family. Many of these connections remain today. Her advocacy for Tribal nations and practices deepened after these experiences. After earning her MSW, Dolores worked for the Wyoming Department of Health while serving as an assistant lecturer at UW before joining as full-time field coordinator within the division, teaching policy, diversity in social work and a course on spirituality. However, she decided to leave this role after a family member died unnaturally (suicide) to pursue her deeper passion for program development and clinical practice in tribal communities to mitigate the impacts of genocide and historical trauma by advocating for culturally resonant services and tribally informed providers.

Her lived experience with family and her undergrad career at a psychiatric hospital in Pennsylvania guided Dolores toward challenging work in behavioral health. She quickly came to love the field, igniting the passion to learn the

complexities of mental illness that developed a strong belief in the possibility of recovery. A belief that was challenged while a student at UW motivating her to focus on cultural competency for her graduate studies as a way to later continue the work on recovery once graduated.

Dolores has achieved remarkable things with her MSW degree, working within behavioral health alongside tribes throughout the United States. She openly acknowledges the challenges she faced in her journey to where she is today. Born to a white mother and an Indian father, Dolores recognizes her unique position as a bridge between two worlds while deeply rooted in Haudenosaunee (Iroquois Confederacy) practices and spirituality. She recognized the tension from the fact that becoming a therapist inevitably draws one into a colonized system, shaped by the dominant culture from its ethical codes to the DSM.

Dolores has always approached her practice through a spiritual and holistic lens, allowing her to view mental health from a different perspective aligned with a relational worldview. For example, she prefers terms like “imbalance” when discussing mental illness, as it suggests a return to harmony rather than the stigmatizing label of “mental illness.” She also uses the term “hummingbird child” for children diagnosed with ADHD,

drawing a parallel between the vibrant, fluttering movements of a hummingbird and the energetic nature of these children. She has worked nationally providing technical assistance to many of the 574 Federally recognized tribes in the US. She noted that all tribes possess a relational worldview that values the importance of connection, “being a good relative”, and acknowledgment (gratitude for our gifts as well as recognizing who our teachers are) to promote balance and harmony.

Her current work focuses on behavioral health workforce development for tribal communities. NPAIHB is leading the way in bringing the Community Health Aide Program (CHAP) to the lower 48 so Tribes can leverage their sovereignty to define who their providers are and how they will be trained. CHAP began in Alaska during the TB epidemic to train village members to be health care providers. Dolores’ focus is on the Behavioral Health Aide Program (BHAP), a CHAP discipline. BHAs are community members trained in college programs to be behavioral providers in their tribal clinics, certified through the Portland Area CHAP Certification Board (PACCB) v. a state licensing board. Another project she directs involves creating a tribally informed certified drug and alcohol training curriculum based on Indigenous pedagogy and tribal based practices. This training is being piloted with the 9 Tribes of Oregon.

One of her most rewarding experiences was becoming an Acudetox Specialist (ADS) so she could bring auricular acupuncture to the tribal communities she served. That grew into her becoming a registered trainer who is training tribal providers in Oregon. She has provided acudetox at the National Tribal Opioid Summit and has provided crisis support with this treatment after a shooting at a tribal casino. Acudetox was originally started in the 1980s out of social justice movements by the Black Panthers and Young Lords to address the heroin epidemic. Dolores joyfully

says “the body knows what it needs, the needles help get that energy moving.”

Dolores remains committed to supporting tribal communities as they heal from the impact colonization, historical trauma and unresolved grief knowing that “we are all medicine and culture is prevention.” She continues to advocate for decolonization and urges social workers to understand the complexities of working with Indigenous populations, emphasizing the need to understand Tribal sovereignty, the impact of the boarding school era, respecting Indigenous ways of being and culture, and the importance of relationships.

Dolores acknowledged she is in the twilight of her career, the pre-retirement phase, a time of reflection ensuring she passes on her knowledge and serves as a “good relative” to the younger generations in the profession. She refers to this as her “legacy work,” which is vital because it won’t end with her—it will endure for years to come, offering others the chance to study and elevate it. She was recently asked to participate and speak at the 2024 World Indigenous Suicide Prevention Conference in New York. Here she presented on the NPAIHB Boarding School Toolkit for Healing and her previous research on resiliency among boarding school survivors. Most importantly, she reminded everyone of the healing power of tribal based practices and the act of acknowledgment.

Dolores’ journey highlights key lessons for students and alumni: the importance of advocating for those who are marginalized, understanding the impact of colonization and generational trauma, and integrating cultural safety into practice. She emphasized the importance of self-care and taking time to find joy and delight to maintain balance while traveling the path of social work. Her work demonstrates the potential to challenge conventional social work practices to create systems change that leave a lasting impact on the communities served.

HONORING OUR STUDENT OF THE YEAR AWARDEES

2024 BSW Student of the Year (Laramie Campus) – Darrah Short

During her undergraduate career at the University of Wyoming, Darrah Short was a Lead Peer Educator for the Violence Prevention Center in the Dean of Students Office, where she co-developed a curriculum focused on preventing interpersonal violence. She also worked with a team that targeted the reduction of sexual assault on campus. Darrah also completed a practicum for her Disability Studies minor at ARK Regional Services, where she led a social justice book club, taught a collage art class, and contributed to the Photo Voice research project, which focused on promoting independence for individuals with disabilities. The project was led by Social Work and Wyoming Institute of Disabilities (WIND) faculty. Inspired by her practicum experience, Darrah sought mentorship and pursued independent research on guardianship in Wyoming, developing a community workshop to raise awareness about guardianship for individuals with disabilities. Her work will be published in Experiments in Democracy this summer.

Beyond her academic work, Darrah dedicated significant time to volunteering. She served as a SAFE Project Hotline Volunteer, a Restorative Justice Program Volunteer, a member of the Food Security Taskforce, and Vice President for Chapter Development and Programming for Tri Delta. Darrah also earned several awards, including the Tri Delta Nationals Innovation Award, recognition as a Tobin and Spitaleri Finalist, induction into the Undergraduate Hall of Fame for Fraternity and Sorority Life, and the BSW Student of the Year Award. She is also a member of the Tri Alpha First Generation Honor Society.

Darrah graduated with a BSW, minors in Disability Studies and Honors, and a certificate in Community Health Work through the College of Health Sciences this past spring (2024). She is now pursuing her MSW at UW and completing her graduate assistantship in the Dean of Students Office. Darrah will also complete her MSW practicum at the University Counseling Center as a health profession trainee in URLEND, a federal program focused on leadership education in neurodevelopmental disabilities.

2024 BSW Student of the Year (Laramie Campus) – Leah Albro

Leah Albro graduated in the Spring of 2024 with her BSW and a minor in Disability Studies. While she was an undergraduate student, Leah had multiple experiential learning opportunities.

The first was at the COMEA shelter, a homeless shelter in Cheyenne, WY, where she managed a caseload of individuals as a social work intern. She worked to assist people experiencing homelessness in accessing resources. Leah also interned at the Wyoming Governor’s Council on Developmental Disabilities, where she engaged in policy analysis and collected and presented research surrounding eliminating subminimum wage practices in the hopes of eliminating them in Wyoming through legislative action. At another agency, she also worked to spread awareness of food insecurity and social justice issues within the state. Leah is currently a student in the Advanced Generalist Standing MSW program at the University of Wyoming. Upon graduation, Leah plans to remain in Wyoming, where she intends to contribute to community initiatives that promote inclusive practices and accessibility and advance social justice across the state.

2024 BSW Student

of the Year (UW-Casper

Campus) –

Jennifer Steffenhagen Jennifer Steffenhagen lives in Casper, Wyoming, with her husband, three children, and two dogs. She returned to school in 2022 as a nontraditional student, 17 years after earning her associate degree in human communication from Casper College. Describing herself as an extroverted introvert, Jennifer loves people, good conversation, and laughter but also craves the quiet and solitude of a good book to recharge.

She worked at True Care Women’s Resource Center from 2012, first as a patient advocate and, for the past 18 months, as the Director of Patient Services. Recently, she transitioned to Central Wyoming Hospice and Transitions as a full-time social worker. Jennifer has a special passion for nonprofit social work, approaching clients and their families with warmth and compassion during difficult times. She listens to their stories, providing options, education, resources, and support while honoring their right to self-determination.

Jennifer lives by the “Golden Rule” and believes each individual has inestimable worth and should be treated with dignity and

respect. She values a client- and family-centered approach and the strengths perspective. Currently, she is enrolled in the part-time MSW program at UW-Casper and aims to obtain her LCSW to continue practicing social work at the master’s level, with plans to incorporate counseling into her practice.

MSW Student of the Year (Laramie Campus) – Allyson Lehr

Allyson Lehr holds a bachelor’s degree in Human Development and Family Sciences with a minor in Aging. She recently graduated in May 2024 with her MSW after completing the twoyear standard program. During this time, she balanced raising three young children while completing her practicum hours at the Wyoming Institute for Disabilities and Ivinson Memorial Hospital. Allyson also served as a graduate assistant for the Department of Criminal Justice and Sociology, where she honed valuable skills applicable to the social work field.

Throughout her MSW program, Allyson was actively involved in the student organization AMSW2, serving as president in her final year. Under her leadership, the group organized a successful food drive supporting the campus food pantry. Currently, Allyson is a program coordinator at the Wyoming Institute for Disabilities, where she conducts Inventory for Client and Agency Planning (ICAP) assessments that help determine eligibility and funding for Wyoming’s disabilities waivers.

Named MSW Student of the Year, Allyson credits her success to her family, whose unwavering support helped her navigate the challenges of the graduate program. She notes that she could not have achieved this accomplishment without their belief in her.

2024 MSW Student of the Year (UW-Casper Campus) – Chelsie Klone

Chelsie is in her second year of the MSW part-time program at UW-Casper. Her journey began in 2020, after she lost a close friend to addiction. During the pandemic, she returned to school while raising two young children, earning her BSW through UW-Casper. Her practicum with the Wyoming Office of the Guardian ad Litem led to a contracted position, where she is now designing and implementing a social work unit for the office, an opportunity she credits to her education at the University of Wyoming.

For her master’s practicum, Chelsie is working with

the Natrona Collective Health Trust, collaborating with local nonprofits. She has also served as the BSW and MSW student representative on the Wyoming Chapter NASW board and worked as a graduate assistant for the Division of Social Work in Casper.

Chelsie enjoys spending time with her family and exploring Wyoming’s natural beauty in her free time. Honored to be named MSW Student of the Year, she attributes her success to her experiences in the social work program.

Part-Time MSW Student and Published – Miranda Nelson

Part-time MSW student Miranda Nelson celebrates the publication of her research article and encourages her peers to embrace the rewarding journey of research. Miranda graduated with her BSW in 2009 and is currently in her second year of the part-time MSW program at UW-Casper. During her hiatus from school, Miranda participated in collaborative research through Hot Springs Health in Thermopolis, Wyoming, where she continues to work as a case manager. The collaborative research involved recruiting patients who utilized Medicare or Medicaid and had been diagnosed with two or more chronic illnesses. These patients were connected with an on-call nurse they could contact for medical advice or questions. The goal of the program was to help rural hospitals reduce readmission rates. By providing access to an oncall nurse, patients had an alternative to using the hospital, which in rural communities is often the only available option. Miranda’s role in the research involved identifying eligible patients, meeting with them one-on-one to explain the program’s purpose, and assessing their interest. If they expressed interest, she recruited them into the program and supported them through the process.

While most of the research was conducted during her break from school, in 2023, while enrolled in the MSW program, Miranda’s collaborative work was published in Nursing Economics. She and her team were nominated for and won the Collaborative Practice Award through the Wyoming Nursing Association. Miranda now sees research as an integral part of her social work career and found that this experience enriched her academic journey. She particularly noted how it made her research coursework more tangible and impactful. Her advice to students interested in research is to seize every opportunity, especially if it aligns with their interests. Although research can be timeconsuming, she believes it is worth the effort, as the results can have far-reaching effects on those involved. For those interested, Miranda’s collaborative work can be found in her published article in Nursing Economics

HONORING THOSE WHO CAME

Dr. Mary Hart, MSW, Ph.D. on July 2, 2024. Fondly known as Queen Mary, she left a profound impact on decades of students with whom she shared her passion for children and social justice. Mary was steeped in psychodynamic theory and introduced several generations of students to her love and appreciation of Freud. She was well known for her psychodynamic perspective and her thoughtful reflections. Many knew Mary as a trusted and wise mentor and advisor. Her sense of humor was both dry and witty, her laugh heartwarming. Mary would often share that if we pursue social justice all of the other social work core values follow.

Mary Hart began her academic career at the University of Wyoming in 1989 when Dr. Keith Miller asked Mary what she thought about teaching HBSE. This began a long streak of students learning an appreciation of Freud’s and the importance and impact of providing supportive environments for children.

psychiatrist and continued in clinical practice until she left Wyoming.

In 1998 Mary became the BSW Program Coordinator at UW. Her passion for learning and clinical work led her to complete her Ph.D. in Clinical Social Work at Smith College in 2005.

Mary grew up in Arkansas and was heavily influenced by her experiences and the time period. She obtained her Bachelors of Arts degree in English Literature from Agnes Scott College in 1969, but worked primarily in child welfare in Georgia, Canada and Wyoming. She worked as a case worker and a case work supervisor in Atlanta, Georgia, and a Child Welfare Supervisor with the Children’s Aid Society in Halifax, Canada, before moving to Laramie, Wyoming in 1977. She continued her passion for children by serving as the Social Services Supervisor at DFS before returning to school to complete her MSW degree at Denver University, in 1988. She began working as a clinical social worker in private practice with a child

She served as BSW Program Coordinator until 2007 when Mary accepted a position for a BSW Coordinator for a new BSW program at Florida Gulf Coast University. In 2009 she began her transition to MSW Program Coordinator and Department Chair until her retirement in 2017.

Service was a core part of Mary’s activities, she was granted the first Title IV-E Stipend Program for the State of Wyoming and several smaller grants for teaching and research. She was active on the Boards of Directors of Big Brothers/Big Sisters, Head Start, and NASW in Wyoming, serving as board secretary and legislative representative. In Florida she served on the Circuit 20 Regional Council, the Quality of Life Center, the Community Alliance, and Treasurer of the Florida Association of Deans and Directors of Social Work Programs.

She was a member of Phi Alpha. In 2006 she was awarded the DFS Hero Award for extraordinary dedication to the success of Wyoming families. She was honored twice by the NASW-Florida Chapter as Social Work Educator of the Year in 2011 and Social Worker of the Year in 2014.

Written by Carolyn Haney, former University of Wyoming BSW Program Director (2007-2017).

Your contribution to the General Social Work Fund directly empowers the next generation of social work leaders by funding academic enrichment and professional development initiatives. Donations allow students to participate in research endeavors, attend conferences, workshops, and trainings, and connect with experienced practitioners, while also supporting community-building events and public education efforts that highlight the impact of social work. Your generosity fosters social work excellence and plays a key role in shaping future leaders in the field. Click here to donate to the Social Work Fund! Your donation could be doubled! Many gifts on Giving Day are eligible for matching contributions, amplifying your impact.

FOSTERING INTERDISCIPLINARY SKILLS IN SOCIAL WORK AND COUNSELING COLLABORATIVE TEACHING

Assistant Lecturer and BSW Program Coordinator Christine Vencill, LCSW, had heard great things about Paul Maddox, Ph.D., through her work as a therapist at a separate practice, even before he became her office neighbor at the University of Wyoming at Casper. Christine, a social work faculty member, knew that both she and Paul, a counselor educator, worked in complementary fields—social work and counseling education—often with the same populations. The key difference was that she came from a social work background, while Paul came from a counseling background.

Once he became her office neighbor, ideas began to flow, and they started guest speaking in each other’s classes. In the fall of 2023, Paul spoke to Christine’s BSW students about treating children, and Christine, in turn, presented to his counseling students on play intervention from a social work perspective.

From there, they realized that in the spring semester, they would be teaching similar courses in their respective departments. This sparked the idea to combine elements of the two courses. By doing so, they were able to run multiple simulations, including a school shooting scenario, allowing students to role-play and handle situations as professionals. One of the key takeaways for the students was understanding the unique challenges school social workers face, particularly when they experience the same trauma as the students they are helping. Paul's counseling students were able to collaborate and explore ways to support the social worker, helping them recover so they could assist the students again.

The role-play scenarios continued, combining Christine’s “Children and Families” course with Paul’s “Couples

and Families” course. They organized two intensive weekends where students navigated various ethical dilemmas. This collaboration highlighted both the similarities and differences between social work and counseling. For example, while the codes of ethics for the ACA and NASW have minor differences, they are remarkably similar. However, a key difference lies in follow-up care: once a counselor's services end, they generally cannot follow up with a client, whereas a social worker can, provided the client is open to it.

Through these experiences, Christine’s and Paul’s students gained valuable interdisciplinary experience before entering the workforce. This was particularly beneficial because social workers rarely work exclusively with other social workers—they frequently collaborate with psychiatrists, medical professionals, school staff, and others. Christine has received overwhelmingly positive feedback from students who appreciated how these exercises helped them feel as though they were already in the field.

Christine and Paul plan to continue their collaborative work, especially given the ongoing global mental health crisis. They believe it is crucial for students—and professionals—to recognize that solving such issues cannot involve competition between fields. Instead, it requires collaboration for the betterment of communities, a philosophy Christine and Paul strongly advocate, starting in the classroom.

STUDENT AND FACULTY RESEARCH PARTNERSHIPS

Dr. Sandy Leotti & Kelly Williams (MSW Alum)

Alumni, Kelly Williams, who graduated in 2021, coauthored an article titled “Child Welfare and Social Work Education: From a Pedagogy of Oppression to a Pedagogy of Resistance”, published in Advances in Social Work.

Following graduation from the University of Wyoming in 2021 Kelly returned to Billings, MT where she briefly worked in the Billings Clinic Psychiatric Center before moving into a group private practice setting. Since having her son in 2022, she’s been working part-time at the group practice and obtained her LCSW earlier this summer. She has found a passion for working with adolescents who experience suicidal ideation and engage in unsafe and selfinjurious behaviors. She says, “Working with this population is not something I thought I’d be interested in while in school, but ultimately, I find this population to be very rewarding, challenging, and in great need of mental health support. The strength and resilience I witness every day from these adolescents is inspiring to me. As a social worker over the last three years, I’ve learned a lot about the challenges that my community faces and I hope to soon branch out in the non-profit sector in hopes that I can have a positive impact at this level.”

During her time as a graduate assistant working with Dr. Leotti, Kelly became interested in critically examining how social work education and child welfare systems can perpetuate harmful practices. This led her to co-author a paper titled “Child Welfare and Social Work Education: From a Pedagogy of Oppression to a Pedagogy of Resistance,” which was published in Advances in Social Work in 2023. The article challenges traditional approaches to child welfare training in social work education and advocates for integrating abolitionist frameworks to reimagine how social workers can support families without relying on punitive state interventions. The article is open access and can be read here

Assistant Professor Margaret Holland & Darrah Short (BSW Alum/ Current MSW Student)

Short, D.* & Holland, M.M. (in press). Guardianship in Wyoming: The state’s most pressing human rights concern. Experiments in Democracy

As part of Darrah’s Honors Capstone project and participation in Democracy Lab (an incubator that uses interdisciplinary methods to strengthen our democracy), we wrote a paper that provides a critical analysis of Wyoming’s guardianship laws. We found that these laws provide a legal avenue that perpetuates and even exacerbates the inequality and power differentials experienced by people with disabilities. We share recommendations for how to address these human rights concerns, such as changing the language of the law, ensuring informed consent, requiring stronger evidentiary standards, providing guardians ad litem, and providing more transparency and accountability.

Associate Professor, Dr. Neely Mahapatra with MSW alumni

Rhitamvara Pokharel, Liana Moscowitz [Hady], Jamie Smiertelny, Rebecca Wallingford, and current MSW student Morgan Pfister, celebrating their collaborative Research and Publications.

Under the mentorship of Dr. Neely Mahapatra, these MSW alumni and current student have excelled in both research and publication. Rhitamvara Pokharel, Liana Moscowitz [Hady], Jamie Smiertelny, Rebecca Wallingford, and Morgan Pfister have worked alongside Dr. Mahapatra, contributing to important scholarly work in social work. Many of their collaborative efforts have already been published, with more in the pipeline, highlighting their collective dedication to advancing the field and bridging theory with practice. Please read about their research below: Mahapatra, N., Havig, K., *Pokharel, R., & *Pfister, M. (2024). Social Service Providers and Human Trafficking:

* denotes a student

Implications for Building Service Capacity in Rural/Frontier Context. Manuscript submitted for publication. (Submitted to Advances in Social Work ; Data-based)

There is limited awareness about human trafficking in rural/frontier besides several barriers, such as, lack of training and therefore trained providers and services, financial restrictions, lack of internet activity, and the cultural context (e.g., ‘tough on crime’ conservative attitude) that contribute to either uncoordinated or weak response to human trafficking. The goals of the study were to explore the knowledge of social service providers about human trafficking and the needs these professionals have in terms of identification of victims of trafficking and responding to human trafficking in the state. A cross-sectional sample of 73 social service providers completed either an anonymous online survey or a paper survey. Key findings included an increased knowledge of: providers’ professional preparation around human trafficking; their overall awareness of trafficking and specific knowledge of trafficking policies and confidence to respond; providers’ sense of responsibility to engage in identification of human trafficking as a routine element of practice; providers’ use of formalized protocols in the practice setting and knowledge of community resources, and; needs for the improvement of a coordinated statewide trafficking response. The findings reflect new knowledge of human trafficking in the frontier state to inform future efforts to strengthen practice, policy, training, and research capacity.

*Moscowitz [Hady], L. & Mahapatra, N. (2024). An Analysis of Safety Messages for the Prevention of Sexual Assault: Sources of Victim Blame and Reframing the Discourse. Manuscript submitted for publication. (Revise and resubmit to Journal of Human Behavior in the Social Environment ; Data-based)

This study captured the general attitudes of a frontier university campus body with regards to sexual assault prevention messaging and victim blaming. University employees and students (N=327) completed an anonymous online survey. Analyses indicated that the respondents ascribed to a high level of female-focused safety messages that put the burden of safety on women, validating victim blaming. Findings indicate that allocation of blame to victims increased in situations of date or acquaintance rape. The vast majority of respondents stated that they listen to a partner’s wishes, yet they did not ask for consent. The university community indicated a high degree of readiness for intervention models. Additionally, the study results have important implications for campus responsibility which should be informed by institutional, structural, social, and cultural factors, rather than female-focused precautions and messaging.

*Wallingford, B., & Mahapatra, N. (2024). Taking Back

Control in the Vertical Realm: A Phenomenological Study of Female Rock Climbers with Mental Illness. Manuscript submitted for publication. (Revise and resubmit to Leisure Sciences ; Data based)

This qualitative study sought to explore new insight into how rock-climbing as an outdoor recreation may influence women’s mental health. A diverse group of female rock climbers who self-identified as currently experiencing or with a history of mental health issues in the past were recruited. Data analysis revealed three primary themes with distinct categories: (1) mental health (trauma & stigma); (2) rock climbing attributes (community, physical & emotional factors, & outdoor environment); and (3) regaining control (resiliency, self-efficacy, & selfdetermination). The participants told a variety of narratives that credited the sport in increasing their resiliency besides promoting their emotional and psychological well-being. Furthermore, discussions concerning the undeniable links between the social construct of gender and the ways that societal expectations felt reinforced, punished, and accepted arose throughout these interviews, especially in terms of its influence on participants’ sense of acceptance in the rock climbing community, day-to-day life, mental health, and sense-of-self.

*Smiertelny, J., Mahapatra, N., & Paneru, K. (2024). Self-care, Stressors, and Mental Health among Social Work Students during COVID-19 Pandemic. Manuscript submitted for publication. (Submitted to Journal of Human Behavior in the Social Environment; Data-based)

The COVID-19 pandemic impacted college students’ mental health as they had to navigate from traditional in-person to online learning. With online and/or hybrid synchronous classes and the thought of individual isolation, students struggled with motivation, loneliness, and anxiety. Social work students were directly affected because as social workers, the importance of face-to-face communication is imperative. This study investigated the impact of stressors on mental health of students enrolled in a professional social work program during the COVID-19 pandemic and how adopting self-care measures mitigated these stressors on their mental health. Data were collected from both graduate and undergraduate students (N=133) using an online survey. A multiple regression analysis was conducted to examine the direct relationship of stressors and mental health and self-care among social work students during COVID-19. Control variables were age, gender, and living arrangement. Results indicate the importance of self-care in mitigating the impact of stressors on social work students’ mental health during pandemic. Recommendations for social work practice, education, and research, for example, related to the importance of emotional self-care for students during a global pandemic are provided.