The University of St. Thomas

School of Social Work

Kendra J. Garrett, PhD.

Kendra J. Garrett, PhD.

Kendra J. Garrett

Professor

kjgarrett@stthomas.edu
Phone: (651) 962-5808
Fax: 651-962-5819

SCB 201
2115 Summit Ave,
St. Paul, MN 55105

Office Location: 320 Summit Classroom Building - UST

Courses taught in Spring 2014 at UST
GRSW 502C-01
20159
Theory/Prac of Soc Wk II 1640-1905 M MNH 109

3 Credit Hours

This course is a continuation of GRSW 501 and is also taken concurrently with a field placement which serves as a practice lab for theory and skills learned in the classroom.This course focuses on several practice applications: group theory and process (both task and treatment groups), agency change, and understanding the dynamics of unintended discrimination and oppression. As with the first course, student self-awareness and self-assessment are critical to developing a solid foundation for authentic practice.

GRSW 682-05
20181
Applied Research Seminar 1920-2145 R SCB 326

0 Credit Hours

Candidates for the MSW degree must satisfactorily conduct a clinical research project, present the findings, and complete a final written and bound report. The purpose of the clinical research project is to provide the student with an opportunity to independently conceptualize a research problem, formulate a research design, implement the research, analyze the data, address ethical and cultural considerations, and disseminate the findings. The project is a logical extension of required research courses (GRSW 580 and GRSW 681) and requires application, integration, and further development of previously acquired skills and knowledge. The research must be relevant to clinical social work practice. The project must demonstrate an original and clear contribution to the body of social work knowledge in the student's selected area of focus. It should demonstrate the student's ability to integrate social work theory with research findings.

Courses taught in Summer 2014 at UST
GRSW 580-01
30299
Meth of Social Work Research 1215-2115 F SCB 206

3 Credit Hours

This course focuses on learning generalist social work research methods and skills. Students will be introduced to the basic concepts of research, allowing them to be both critical consumers and novice producers of research. Skills emphasized include critiquing and analyzing research literature, searching for relevant scholarly articles, writing literature reviews, developing research design, and understanding quantitative and qualitative data analysis. Discussed in the class are frameworks regarding evidence-based practice, diverse client systems, ethical research practice, and social justice.

GRSW 580-01
30299
Meth of Social Work Research 1215-2115 F SCB 206

3 Credit Hours

This course focuses on learning generalist social work research methods and skills. Students will be introduced to the basic concepts of research, allowing them to be both critical consumers and novice producers of research. Skills emphasized include critiquing and analyzing research literature, searching for relevant scholarly articles, writing literature reviews, developing research design, and understanding quantitative and qualitative data analysis. Discussed in the class are frameworks regarding evidence-based practice, diverse client systems, ethical research practice, and social justice.

GRSW 580-01
30299
Meth of Social Work Research 1215-2115 F SCB 206

3 Credit Hours

This course focuses on learning generalist social work research methods and skills. Students will be introduced to the basic concepts of research, allowing them to be both critical consumers and novice producers of research. Skills emphasized include critiquing and analyzing research literature, searching for relevant scholarly articles, writing literature reviews, developing research design, and understanding quantitative and qualitative data analysis. Discussed in the class are frameworks regarding evidence-based practice, diverse client systems, ethical research practice, and social justice.

GRSW 580-01
30299
Meth of Social Work Research 1215-2115 F SCB 206

3 Credit Hours

This course focuses on learning generalist social work research methods and skills. Students will be introduced to the basic concepts of research, allowing them to be both critical consumers and novice producers of research. Skills emphasized include critiquing and analyzing research literature, searching for relevant scholarly articles, writing literature reviews, developing research design, and understanding quantitative and qualitative data analysis. Discussed in the class are frameworks regarding evidence-based practice, diverse client systems, ethical research practice, and social justice.

GRSW 580-01
30299
Meth of Social Work Research 1215-2115 F SCB 206

3 Credit Hours

This course focuses on learning generalist social work research methods and skills. Students will be introduced to the basic concepts of research, allowing them to be both critical consumers and novice producers of research. Skills emphasized include critiquing and analyzing research literature, searching for relevant scholarly articles, writing literature reviews, developing research design, and understanding quantitative and qualitative data analysis. Discussed in the class are frameworks regarding evidence-based practice, diverse client systems, ethical research practice, and social justice.

Courses taught in Fall 2014 at UST
GRSW 501C-01
40182
Theory/Pract of Social Work I 1640-1905 M TBD

3 Credit Hours

This course provides the first year MSW student with the knowledge and skills needed for generalist social work practice. Students develop communication and interviewing skills, which are used in work with client systems of all sizes. It is taken concurrently with a field placement, which serves as a practice lab for applying theory and skills learned in the classroom. This first course in a year long sequence (students are expected to stay in the same section both semesters) focuses on understanding the generalist and integrative models of practice, social work values and ethics, the strengths perspective, empowerment principles and basic principles of ethical reasoning. Student self- awareness and self-assessment are especially important since they facilitate the development of an authentic style of practice.

GRSW 682-05
40196
Applied Research Seminar 1920-2145 R SCB 326

4 Credit Hours

Candidates for the MSW degree must satisfactorily conduct a clinical research project, present the findings, and complete a final written and bound report. The purpose of the clinical research project is to provide the student with an opportunity to independently conceptualize a research problem, formulate a research design, implement the research, analyze the data, address ethical and cultural considerations, and disseminate the findings. The project is a logical extension of required research courses (GRSW 580 and GRSW 681) and requires application, integration, and further development of previously acquired skills and knowledge. The research must be relevant to clinical social work practice. The project must demonstrate an original and clear contribution to the body of social work knowledge in the student's selected area of focus. It should demonstrate the student's ability to integrate social work theory with research findings.

Office Hours: Wednesdays 12:00-4:00PM

Committees and Positions:

  • Chair, BSW Practice Content Committee
  • Co-Coordinator Salons
  • BSW Program Committee
  • BSW Research Committee
  • BSW Outcome Coordinator
  • MSW Research Committee
  • MSW Practice Committee
  • UST Teaching Evaluation Committee
  • UST Committee on Teaching Evaluation
  • UST Institutional Review Board

Courses Taught:

  • Undergraduate Courses:
    • Social Research: Design & Statistical Applications
    • Generalist Practice with Individuals, Families & Groups
    • Working with Groups:  Theory and Practice
  • Graduate Courses:
    • School Social Work
    • Social Work Practice Research
    • Applied Research Seminar

Academic Experience:

  • B.A., M.S.W., University of Iowa
  • Ph.D. The Catholic University of America

Current Research Interests:

  • School Social Work
  • Evidence-Based Practice
  • Group Work in Schools
  • Social Work Record Keeping

Practice Experience:

  • Clinical social worker, Christ Child School Counseling Program, Washington, D.C., 3 years
  • Clinical Social Worker, Ivymount School, Rockville, MD, 4 years
  • School Social Worker, Air Academy Schools, Colorado Springs, CO, 4 years
  • School Social Worker, Pikes Peak Mental Health Center, Colorado Springs, CO, 1 year
  • Social Worker, Neonatal Intensive Care Unit, University of Colorado Medical Center, Denver, CO, 3 years

Publications

  • Hodge, D. R. (2011). Using spiritual interventions in practice: Developing some guidelines from evidence-based practice. Social Work, 56(2), 149-158.
  • Hodge, D. R. (2010). Social justice as a unifying theme in social work education: Principles to realize the promise of a new pedagogical model. Journal Of Comparative Social Welfare, 26(2-3), 201-213.
  •  Garrett, K.J. (2009).  Putting the Code of Ethics into practice: A framework for problem solving. Charities USA Magazine, 36(4), 32-33.
  • Garrett, K.J., (2009) Evaluation of school-based counseling groups. In C.R. Massat, R. Constable, S. McDonald, & J.P. Flynn (Eds.) School Social Work:  Practice, Policy, and Research, (7th ed.) (pp. 610-620), : Chicago:  Lyceum Press.
  • Garrett, K.J. (2007). Ecological perspectives for school social work. In L. Bye and M. Alvarez (Eds.), School Social Work: Theory to Practice (pp. 41-50).  United States: Thompson Brooks/Cole.
  • Garrett, K.J., & Herman W.R. (2006). Foreign-born students in baccalaureate social work programs: Meeting the challenge. Journal of Baccalaureate Social Work, 12(1), 24-38.
  • Garrett, K.J. (2006). Making the case for school social work. Children & Schools. 28(2), 115-121.
  • Garrett, K.J. (2005). School Social Workers’ Evaluation of Group Work Practices. Children & Schools, 27(4), 247-252.
  • Garrett, K.J. (2004). Practice evaluation and social group work in elementary schools. Journal of Evidence-Based Social Work, 1(4), 15-31.
  • Garrett, K.J. (2004). Use of groups in school social work: Group work and group processes. Social Work with Groups, 27(2/3), 75-92.
  • Garrett, K.J. (2001). Reducing School-Based Bullying. School Social Work Journal, 12(1), 74-90.
  • Barretta-Herman, A., & Garrett, K.J. (2000).  Faculty-student  collaboration: Issues and recommendations. Advances in Social work, 1(2), 148-159.
  • Garrett, K. J. (2000). School social work: In S. Torres, Jr. & R. Patton (Eds.) Teaching school social work: Model course outlines and resources (pp. 29-38). Arlington VA: CSWE, 29-38.
  • Garrett, K.J., & Berger, B.E. (1999).Multiple intelligences in group work activities:  Reaffirming Our Roots in H. Bercher, L. Kurtz, and A. Lamont, Rebuilding Communities: Challenges for Group Work. New York:  Haworth Press, 161-170.
  • Cohen, M. B., & Garrett, K. J. (1999). Breaking the rules: A group work perspective on focus group research. British Journal of Social Work, 29(3), 359-372.
  • Graham. M. A., Kaiser, T., & Garrett, K. (1998).Naming the spiritual: The hidden dimension of social work practice. Social Thought, 18(4), 49-62.
  • Garrett, K., & Rice, S. (1998) Psychoeducational multiple family  groups. Journal of Baccalaureate Social Work, 3(2), 89-99.
  • Garrett, K. (1998) Cooperative learning in social work research classes: Helping students help one another. Journal of Social Work Education, 32(2), 237-246.
  • Cohen, M., & Garrett, K.J. (1995). Helping field instructors become more effective group work educators. Social Work with Groups, 18(2/3), 135-146.
  • Garrett. K.J., & Barretta-Herman, A. (1995). Moving from supervision to professional development. The Clinical Supervisor, 13(2), 97-110.
  • Garrett, K.J., & Barretta-Herman, A. (1995) Missing links: Professional development in school social work. Social Work in Education, 17 (4), 235-243.
  • Thornton, S., & Garrett, K. (1995). Ethnography as a bridge to multicultural practice. Journal of Social Work Education, 31(1), 67-74.
  • Garrett, K. (1994). Caught in a bind: Ethical decision making in schools, Social Work in Education, 16(2), 97-106.
  • Garrett, K.J., & Thornton, S.B. (1993). Teaching cross-cultural social work through ethnography.  Ethnotes, 3(1), 3-7.
  • Garrett, K.J., & Thornton, S.B. (1993). Helping social work students overcome homophobia.  Model Educational Innovations Abstract, Council on Social Work Education Program of the Annual Program Meeting.

Presentations:

  • Ethical Challenges in Documenting School Social Work Practice, St. Paul Public Schools In-Service, St. Paul, MN, April 9, 2010.
  • Ethical Issues in Record Keeping. 2009 Minnesota Association of School Social Workers Fall Banquet and Conference,  Brooklyn Center, MN, October 27, 2009.
  • Oppositional Defiant Disorder, Independent School District 192 In-Service, Chaska, MN, May 13, 2009.
  • Advocating for School Social Work—With Data.  School Social Work Day at Capital, St. Paul, MN, March 16, 2009.
  • Evaluation of Group Work: A “How-To” Guide.  Association for the Advancement of Social Work with Groups, Minnesota Chapter, St. Paul, MN, December 5, 2008.
  • Evidence-Based Practice: Steps to Successful School Social Work with Students.  School Social Work Association of America National Conference, Denver, CO, April 3, 2008.
  • Making the Best of Best Practices.  Keynote Address, Minnesota School Social Workers’ Association Fall Conference, Chaska MN, October 12, 2006.
  • Best Practices in Group Work: Assessment and Monitoring of Group Processes presented at the 27th Annual Symposium of the Association for the Advancement of Social Work with Groups, Minneapolis, September 30, 2005.
  • Demonstrating the Worth of School Social Work presented at the 37th Midwest School Social Work Conference, Louisville, KY, October 8, 2004.Focus Group Research:  Challenges, Commonalities, and Opportunities presented with Carol Cohen, Andrea Meier, Michael Phillips, and Raymie Wayne at the 25th Annual Symposium of the Association for the Advancement of Social Work with Groups, Boston, October 17, 2003.
  • Affective Skills to Zero Tolerance:  Evaluation of Social Group Work in Elementary Schools presented at the 25th Annual Symposium of the Association for the Advancement of Social Work with Groups, Boston, October 17, 2003.
  • Beyond Our Wildest Dreams Presented in collaboration with Patty Amundson-Geisel, Meg Bell Don Brundage, Alisha Kaul, Susan Peipgras,  and Patsy Ryan at the Minnesota Annual Conference of the National Association of Social Workers, St. Paul, June 12, 2003.
  • Classroom Issues with English Language Learners: Discussions, Group work, Presentations, Tutoring, and More.  Presented with Carol Bruess at Breaking Barriers II: Serving College Students whose First Language is not English, University of St. Thomas, St. Paul, January 23, 2003.
  • The Immigrant Student: Honoring Resiliency and Evaluating Competency.  Presented with Randy Herman at the Midwest Biennial Council on Social Work Education conference in Indianapolis, March, 2002.
  • ESL Students: A Neglected Population in Social Work. Presented by co-author Randy Herman at the 47th Annual Program Meeting of the Council on Social Work Education, Dallas, TX, March 8-11, 2001.
  • Conceptualizing the Classroom as a Group: Making the Most of Group Dynamics.  Presented with Carol Kuechler at the Twenty-second Annual Symposium of the Association for the Advancement of Social Work with Groups, Toronto, Ontario, October 19-22, 2000.
  • Using Group Leadership Skills to Enhance Teaching. Presented with Carol Kuechler at the Biennual Midwest Social Work Education Conference, Wisconsin Dells, April 6& 7, 2000.
  • Using Group Leadership Skills to Enhance Teaching. Presented with Carol Kuechler at the Annual Program Meeting of the Council on Social Work Education, New York, February 26-29, 2000.
  • High-Turnover Groups. Presented at the Twenty-first Annual Symposium of the Association for the Advancement of Social Work with Groups, Denver, CO, October 21-24, 1999.
  • Towards Effective Beginnings. Presented with Jackie Hays at the Twenty-first Annual Symposium of the Association for the Advancement of Social Work with Groups, Denver, CO, October 21-24, 1999.
  • Groups, Cliques, and Gangs:  Group Work with Adolescents. Presented with Elaine Korsch at the Annual Meeting and Membership Event of the Minnesota Chapter of the Advancement of social Work with Groups, St. Paul, October 1, 1999.
  • Cut it Out, Bluto:  Decreasing Bullying in Schools. Presented at the International Conference of the School Social Workers’ Association, Chicago, IL, April 24, 1999.
  • Solving Common Group Problems. Presented with Carol Kuechler and Rochelle Rottenberg at the Minnesota National Association of Social Workers conference, St. Paul, May 20, 1999.
  • Moving Toward the Future: The Second Century of School Social Work. Presented at the annual Minnesota School Social Work Association, St. Cloud, MN, November 6, 1998.
  • Abstract Writing: A Group Experience.  Presented by co-author Jan Andrews at the Twentieth Annual Symposium for the Advancement of Social Work with Groups, Miami, October 17, 1998.
  • Toward More Effective Groups.  Presented with Carol Kuechler and Rochelle Rottenberg at the Minnesota Social Service Association Conference, Minneapolis, March 18, 1998 and at the Minnesota Conference of the National Association of Social Workers, St. Paul, May 29, 1998.
  • Faculty-Student Co-Authorship: Issues and Guidelines.  Presented with Angeline Barretta-Herman at the Annual Program Meeting of the Council on Social Work Education, Orlando, FL, March 5-8, 1998.
  • Making Diversity Work:  Building on Our Strengths.  Presented to the faculty of Blessed Sacrament School, St. Paul, November 7, 1997.
  • Collaborative Classroom Groups and Group Dynamics: Helping Students Make the Links.  Presented at the Nineteenth Annual Symposium for the Advancement of Social Work with Groups, Quebec City, Quebec, October 25, 1997.
  • Group Work with Adolescents Presented to Religious Education teachers at St. Rose of Lima Church, St. Paul, MN, September 10, 1997
  • Breaking the Rules: A Group Work Perspective on Focus Group Research.  Presented with Marcia Cohen at the European Group Work Symposium, Cork, Ireland, July 19, 1997.
  • Group Collaboration:  A Real-World Model for Teaching Research.  Presented at the Annual Program Meeting of the Council on Social Work Education, Chicago, March 8, 1997
  • Multiple Intelligences in Group Work Activities.  Presented with Barbara Berger at The Eighteenth Annual Symposium of the  Association for the Advancement of Social Work with Group, Ann Arbor, MI, October 25, 1996.
  • Using What We Know:  Research as Group Work.  Presented with Marcia Cohen at The Eighteenth Annual Symposium of the  Association for the Advancement of Social Work with Groups, Ann Arbor, MI, October 26, 1996.
  • Classroom Techniques for Introducing Spiritual and Religious Issues into Practice.  Presented with Tamara Kaiser at the 1996 Biennial Midwest Social Work Education Conference, Iowa City, Iowa, April 13, 1996.
  • Using Student Outcome Assessment, Self-Study, and Program Evaluation to Build Curriculum.  Presented with Barbara Shank at the 1996 Biennial Midwest Social Work Education Conference, Iowa City, Iowa, April 13, 1996.
  • An Integrated Model for Teaching Content on Spirituality and Religion.  Presented with Serene Thornton at the Council on Social Work Education Annual Program Meeting, Washington, DC, February 17, 1996.
  • Fostering Effective Group Processes. Presented at the Seventh Annual Symposium of the Association for the Advancement of Social Work with Groups, San Diego, October 26, 1995.
  • Integrating Content on Spirituality and Religion into the Social Work Curriculum.  Presented (by co-author Serene Thornton) at the Thirteenth Annul Meeting of Baccalaureate Program Directors, Nashville, TN, October 26, 1995.
  • Boundary Issues.  In-Service Presented to Volunteers of the Healthy Seniors Project, Minneapolis, September 28, 1995.
  • Are They Learning What They Should?  Assessment of Student Outcomes.  Presented with Co—Authors Susan Cochrane, Barbara Shank, and Spencer Zeiger at the Regional Collaboration in Faculty Development, February 17, 1995, Minneapolis, MN.
  • Taking Charge of Your Professional Development.  Paper presented with Angeline Barretta-Herman at the Minnesota School Social Work Association Annual Fall Conference, Alexandria, MN, November 4, 1994.
  • Ethical Group Work:  A Comparison of Two Codes of Ethics.   Paper presented at the Sixteenth Annual Symposium of the Advancement of Social Work with Groups, Hartford, CT, October 27-30, 1994.
  • Fairness and Accountability:  Applying Aspects of Relations Ethics to Group Work. Paper presented with Tamara Kaiser at the Sixteenth Annual Symposium of the Advancement of Social Work with Groups, Hartford, CT, October 27-30, 1994.
  • Helping Field Instructors Become More Effective Group Work Educators.  Paper presented with Marcia Cohen at the Sixteenth Annual Symposium of the Advancement of Social Work with Groups, Hartford, CT, October 27-30, 1994.
  • Group Work and Team Building.  In-service presented to Dakota County Employment and Training, Hudson, WI, April 29.
  • Sensitivity to Diversity:  A Cornerstone of Social Work Practice. Paper presented with Serene Thornton at the Biennial Midwest Social Work Education Conference, St. Paul, April 28, 1994.
  • The Spiritual Dimension of Social Work Practice.  Paper presented at the Biennial Midwest Social Work Education Conference, April 28, 1994, St. Paul, MN with Tamara Kaiser and Mary Ann Graham.
  • Helping Social Work Students Overcome Homophobic Attitudes.  Paper presented with Serene Thornton at the Annual Program Meeting of the Council on Social Work Education, Atlanta, March 5-8, 1994.
  • Out on a Limb:  Supervision and Professional Growth Among School Social Workers, Annual Meeting of the Profession, National Association of Social Workers, Orlando, FL, November 3-6, 1993.
  • Controlling for Group Process in Group Work Research, Fifteenth Annual Symposium, Association for the Advancement of Social Work with Groups, New York, NY, October 21-24, 1993.
  • Crossing Cultures with Sensitivity:  Teaching Ethnic Diversity in Social Work Practice, Annual Program Meeting, Council on Social Work Education, New York, February 28, 1993.
  • Improving Children's Social Competence:  A Comparison of Two Group Work Approaches, Thirteenth Symposium on Social Work with Groups, Atlanta, Georgia, November 1, 1992.
  • The Reconstruction of Group Process Through the Use of a Brief Recording Instrument, Thirteenth Symposium on Social Work with Groups, Atlanta, Georgia, October 31, 1992.
  • Beyond the Code of Ethics:  Confidentiality, Self-Determination, and Other Impossible Choices, Twenty-Fifth Annual Midwest School Social Work conference, Shaumburg, Illinois, September 26, 1992.

Consultation Experience:

  • Independent School District 196 (Rosemount-Apple Valley Schools), School Social Workers, 2000-2009.]
  • Independent School District 270 (Hopkins Schools), School Social Workers 2007-7009.

Association Memberships & Affiliations:

  • NASW since 1973
  • Minnesota Association of School Social Workers (MASSW)
  • School Social Work Association of America

Other Activities:

  • Elementary School Counseling Program through the Safe and Drug Free Schools, #S215E000451 from the U.S. Department of Education to Independent School District 196 in Rosemount-Apple Valley School District.  Total amount awarded $1,180,426.  Grant provided half-time social workers in 18 elementary schools to reduce barriers to academic achievement and improve the social/emotional functioning of students, 2000-2003