Lalit Khandare received his PhD in Social Work from Indiana University in 2017 and his MA in Social Work from Tata Institute of Social Sciences in Mumbai, India in 2003. His work focuses on domestic violence, global social work, and human rights. He currently teaches Research Methods and Thesis, Program Evaluation, and Beyond the Cycle of Violence in the MSW program.

Areas I teach

Master of Social Work (MSW)

Education

Ph.D. in Social Work (Minor in Public & Environment Affairs and Philanthropy Studies), Indiana University, IN 2017

Dissertation: “Domestic Violence and Empowerment: A National Study of Scheduled Caste Women in India”

M.Phil. in Planning and Development, Indian Institute of Technology Bombay, India, 2006

Thesis: “CSR Policies on Diversity and Discrimination in the Workplace in India: A study of Advocacy by Dalit International Solidarity Organization”

Post Graduate Diploma Human Rights & Law, National Law School of India University, Bangalore, India 2005

M.A. in Social Work, Tata Institute of Social Sciences, Mumbai, India, 2003 (Transcripts reviewed and accredited by CSWE)

Why I study social work

I lived in boarding school from 6 until 12th grade in Jawahar Navodaya Vidyalaya (at Amravati), a flagship national program in India where students were selected through a national competitive exam. The education here helped me to complete my primary and higher secondary education. I had the opportunity to travel to Haryana for two years under national integration program that infused learning on the diverse state cultural experiences in India. I had an opportunity to study and live with students from diverse cultural background. When I joined undergraduate college, I wanted to do something big in business management/commerce field. Hence, I completed my Bachelors of Commerce and Masters of Commerce from Amravati University. By the time I finished these studies I was not sure if this is the right field for me. I was looking for further education at a top university in India where I could get the best education. I heard from my professors at Amravati University that there is a nationally ranked Social Science University, Tata Institute of Social Sciences, Mumbai, that had a history of being one of the first Social Work programs in Asia long back in the 1930s. I prepared hard for writing exam, group discussion and interviews to qualify for MSW program. Finally, I was at one of best school that gave holistic teaching with intensive practice experience in Social Work. The two years education completely transformed my perspective about the social and cultural dimension that shapes the lives of millions of people in the largest democracy of the world. I learned about the role of social work practitioners to contribute efficiently at a micro and macro level to bring change in the lives of the underserved population. I had the opportunity to work in the area of urban redevelopment, Municipal Governance, issues of women and children, and rural caste/tribe. Post MSW degree work experiences motivated me to continue further study; I joined M.Phil. in Planning and Development at Indian Institute of Technology Bombay and further joined for Ph.D. at Indiana University. The topic of my doctoral thesis was "Domestic Violence and Empowerment: A National Study on Scheduled Caste Women in India."

Social work profession helped me to be engaged in teaching, service, and research. For my research I was able to contribute in the area of homelessness, housing & urban redevelopment, public health, domestic violence, and social inclusion. I taught courses in B.S.W. and M.S.W. program at Indiana University in the area of statistics, research, social policy, and field practicum. I got opportunity to travel and present my work at various universities and conferences at USA, India, Peru, Germany, and UK. This research was presented at global symposiums and conferences at U.K. Parliament, World Bank, Berlin Urban Roundtable, and Oxford University Poverty & Human Development Initiative.

Throughout my education, the cross-cultural perspectives, interdisciplinary knowledge, and global social work practice experiences shaped my worldview that motivated me to continue learning in the field of Social Work. There are so much learn, unlearn, share the knowledge across spectrum and continents towards becoming a change maker for enhancing social services programs, policies, and practice interventions.

What I would tell a student considering social work

MSW education open up broad career options where you make the difference in the lives of clients who need our services. The social work education also provide an opportunity for self-liberating experience.

I completely agree with the Council on Social Work Education statement- “The purpose of the social work profession is to promote human and community well-being. Guided by a person-in-environment framework, a global perspective, respect for human diversity, and knowledge based on scientific inquiry, the purpose of social work is actualized through its quest for social and economic justice, the prevention of conditions that limit human rights, the elimination of poverty, and the enhancement of the quality of life for all persons, locally and globally.”

Pacific University MSW program is grounded in the social work professions’ values and ethical principles of service, social justice, the dignity and worth of the person, the importance of human relationships, integrity, competence, human rights, and scientific inquiry.

Affiliations

Committee Member, Capstone Assessment Team (CAT) Pilot Project, Pacific University

Board Member, Council on Global Issues, Council on Social Work Education (2017-2020)

Member, National Center for Excellence in Homeless Services

Peer Reviewer, Council on Social Work Education- Annual Conference

Peer Reviewer, BPD Annual conference- Association of Baccalaureate Social Work Education Program Directors

Member, Council on Social Work Education (CSWE)

Member, Human Development Capability Association (HDCA)

Member, International Union for Scientific Study of Population(IUSSP)

Member, National Association of Social Workers (NASW)

Member, Population Association of America (PAA)

Member, Law & Society Association

Published Works

Rai, A., Choi, Y. & Khandare, L (2017). State of domestic violence content in MSW curriculum in the U.S. (Working Manuscript).

Rast, J. & Khandare, L. (2015). Employee Assistance Program for Mumbai police: A project on mental health wellbeing and care of police and their families. Omni Healthcare & State Government of Maharashtra(Report).

Ramaiah, A. & Khandare, L. (2013). Dalits and African-Americans in 21st century learning from cross cultural experience. Center for Study of Social Exclusion & Inclusive Policies, Tata Institute of Social Sciences.

Ayyar, V. & Khandare, L. (2012). Mapping color and caste discrimination in Indian society. In R. E. Hall (Ed.). The melanin millennium- skin color as 21st century international discourse. New York, NY: Springer.

Khandare, L. (2012). [Review of the book Blocked by Caste Economic Discrimination in Modern India by S. K. Thorat & K.S. Newman]. Journal of Human Development and Capabilities: A Multi-Disciplinary Journal for People-Centered Development, 13 (1).

Khandare, L. (2010). [Review of the book B.R. Ambedkar: Perspectives on Social Exclusion and Inclusion Policies by S. K. Thorat and Narendra Kumar]. Journal of Human Development and Capabilities: A Multi-Disciplinary Journal for People-Centered Development, 1945-2837, 11 (2).

Khandare, L. (2008). Peoples’ voices in democratizing cities: A case of Mumbai. Research in Practical and Theoretical Urban Management. 3 (9), 33-42.

Ayyar, V. & Khandare, L. (2007). Social networks in slums and rehabilitation sites: A study in Mumbai (India). Urban Research Symposium Papers, World Bank. Retrieved from http://siteresources.worldbank.org/INTURBANDEVELOPMENT/Resources/336387-1269364687916/6892589-1269394475210/ayyar.pdf

Khandare, L. (2006, December). Women and children in domestic violence: The issues of caste & class, In R. Chigwada-Bailey. (Ed), Race, Gender and Criminal Justice Process Series No. 11. Middlesex: Criminology in Millennium Publications.

Honors & Awards

Faculty Development Grant, Pacific University, 2018-2019

Certificate of Recognition for Excellence in Teaching for “outstanding performance and lasting contribution” to Indiana University School of Social Work, 2017 (Only recipient of this award in 2017).

Dissertation Writing Grant, Graduate Office, Indiana University Purdue University Indianapolis, 2016

Andrea Doerfler earned her M.S.S.W. in Clinical Social Work from Columbia University. Andrea's clinical work has focused on mental health with children, adolescents and families. She has worked extensively with children in school-based settings, out-of-home placements, in-patient behavioral health and private practice. Her work has also included educator training and consultation, program development and administration. Her research and clinical interests intersect in the area of child witnessing of interpersonal violence.

Education

Master of Science in Social Work, Columbia University, New York, NY, in 1988

Bachelor of Arts in Psychology, Linfield College, McMinnville, OR, in 1986

Licensure and Training

LCSW, Oregon Board of Licensed Social Workers

Play Therapy Group Supervision, Terry Kottman, University of Northern Iowa

Autism Intervention Supervision, Sue Baker, University of Iowa

Autism Regional Assistance Training, University of Iowa Hospitals and Clinics

Project TEACCH, University of North Carolina, Chapel Hill

Play Therapy Certificate, Association for Play Therapy

Professional Affiliations

National Association of Social Workers

Association for the Education of Young Children

Association for Play Therapy

Council on Social Work Education

Published Works

Simpson, J.S., Jivanjee, P., Koroloff, N., Doerfler, A. & Garcia, M. (2001) Systems of Care: Promising Practices in Children's Mental Health, 2001 Series, Volume III. Washington, D.C.: Center for Effective Collaboration and Practice, American Institute for Research.

Select Presentations

10th Annual Building on Family Strengths Conference, Research and Training Center on Family Support and Children's Mental Health, Portland, Oregon. Bradley, J., Ama, S., Doerfler, A., Kibera., Archer, S. (June 2003). "The links between successful inclusion and family support."

9th Annual Building on Family Strengths Conference, Research and Training Center on Family Support and Children's Mental Health, Portland, Oregon. Koroloff, N., Simpson, J., and Doerfler, A. (June 1999). "Promising Practices in Children's Mental Health."

Doerfler, A. (September, 1997). Washington Group Care Symposia, Kelso, Washington. "Working with Developmentally Disabled and Medically Fragile Children in Care."

Doerfler, A. (November, 1997). "Understanding Attachment Trauma in Children and Adolescents". Service Alternatives for Washington Regional Training, Vancouver, Washington.

Doerfler, A. (April, 1997). "Clinical Issues Related to Autism". Children's Home Society District Meetings, Vancouver, Washington.

Doerfler, A. (December, 1996). "Oppositional Defiant Disorder/Conduct Disorder: What is it and What can I do about it?" Service Alternatives for Washington Regional Training, Vancouver, Washington.

Doerfler, A. (March, 1994). "Mainstreaming the Child with Autism". Waterloo School District Staff Training, Waterloo, Iowa.

Doerfler, A. (February, 1994). "Stress Management in the Home and Classroom". Waterloo School District Staff Training, Waterloo, Iowa.

Doerfler, A. (November, 1993). "Attention Deficit and Hyperactivity Disorder: Techniques for the Classroom". Area Education Agency 7, Waterloo, Iowa.

Doerfler, A. (October, 1993). "Behavior Challenges and Interventions for Students and Autism". Area Education Agency 7, Waterloo, Iowa.

Doerfler, A. (September, 1992). "Autism: Implementing Structured Teaching Strategies in the Classroom". Area Education Agency 7, Castle Hill School, Waterloo, Iowa.

Honor & Awards

May 2006, Oregon Campus Compact Faculty Development Grant

Areas of Research & Specialization

I am an assistant professor of Social Work at Pacific University and serve as the Director of BSW Field Education. Much of my career has been focused on pediatric healthcare and trauma across the lifespan. I earned a BA in psychology, studying developmental psychology, at the University of Washington. There I worked with several research labs investigating infant mental health and early childhood development. I received my MSW from Portland State University. My graduate school education offered a pathway into hospice and palliative care. This opportunity allowed me to see a gap in service to build a pediatric program offering play therapy and bereavement support to children of families impacted by death and dying. I earned my doctorate from the University of Pennsylvania. My empirical work utilized qualitative methods of inquiry and grounded theory to explore early childhood adversity, social determinants of health, and post-traumatic growth. I built a non-profit in Oregon centered on providing care to individuals across the lifespan, harnessing principles of trauma-informed care with social justice advocacy. I continue to work in the field and provide clinical social work services to children, adults, and families wounded by adversity and trauma. I specialize in expressive arts, primarily play therapy practice, and incorporate movement and animal assisted human health into direct care and treatment. I work in partnership with my therapy dog, Mercury. Together, he and I seek to support those most vulnerable who have experienced profound trauma and life-altering events. My research goals involve qualitative design to explore the effects of adversity, social determinants of health, and relational-cultural theory in application to education, supervision, and direct clinical care.

Education

Doctor of Social Work, University of Pennsylvania School of Social Policy and Practice, Philadelphia, PA in 2020

Master of Social Work, Portland State University School of Social Work, Portland, OR in 2010

Bachelor of Arts in Psychology, University of Washington, Seattle, WA in 2003

Why I Study Social Work

I remember as a child watching my father demonstrate what it means to give to your community courageously. I saw him responding to emergency calls as a Firefighter and later as our community’s Fire Chief. He supported those impacted by tragedy and provided aid to families in need. Social workers move towards what is uncomfortable, come running when others are in pain, and do so courageously in effort to better the lives of everyone in the community. As an undergraduate college student, I knew I wanted to help others, so I began my journey as a pre-med student with long-term goals to study physical therapy. Internships provided me with the hands-on experience to understand that although I wanted to alleviate suffering, the story of a person’s life about their lived experiences was what spoke to me. The story often held beautiful and agonizing truths capturing our collective humanity. My clinical practice honors and values the relationship between a social worker and client. Mutual empathy and mutual respect bridge presence and awareness to support life change. My research parallels my clinical and supervisory lens, drawing upon qualitative methods to respect the story and provide space for participants to have a voice. Social workers create change. Change for individuals, families, communities, organizations, and societies. They do so courageously and often unceremoniously. I see social work as the unseen infrastructure of society.

What I Would Tell a Student Considering Social Work

Social work has a broad spectrum of service delivery opportunities for all those interested in the field. Whether a student wants to work one-on-one with clients, support groups, organize communities, or write policy and legislative action to create social change, they can find their place in this field. Students interested in studying a specific issue or population can do so with an ability to transform thinking and generate new ideas for solving society’s most difficult problems. The work is engaging, never boring, and always changing. This work also asks the social worker to look deeply into their own past, unpack intersecting identities, and critically examine the self with an expectation of continuous personal growth. I wouldn’t say social work is easy, but it is the most rewarding career I could have imagined. I find myself without regret for choosing this field every day, whether I’m walking into a classroom and seeing a student connect theory to practice or stepping into the therapy room and joining with a client who is navigating change.

Professional Affiliations

American Counseling Association

Eye Movement Desensitization Reprocessing International Association

Association for Play Therapy

National Association of Social Workers

World Professional Association Transgender Health

International Society of Traumatic Stress Studies

Peer Reviewer: International Journal of Play Therapy Studies

Selected Publications

Pliske, M., Stauffer, S., & Werner-Lin, A. (2022). Posttraumatic Growth Following Adverse Childhood Experiences: "My Creative Arts Teacher Got Me Through It." Psychology and Behavioral Sciences, 11 (4), 105-115.

Pliske, M. (2022 in press). Mindfulness-based techniques in play therapy supervision. In S. Born & C. Baker (eds.) Play therapy supervision.

Stauffer, S. & Pliske, M. (2022 in press). Art and movement in play therapy supervision: Working through inevitable trauma stuckness. In S. Born & C. Baker (Eds.) Play therapy supervision.

Pliske, M., Stauffer, S., & Werner-Lin, A. (2021). Healing from Adverse Childhood Experiences Through Therapeutic Powers of Play: "I Can Do it With My Hands" International Journal of Play Therapy.

Pliske, M. (2020). Changing the outcome of adverse childhood experiences: How interpersonal relationships, play, and the arts support posttraumatic growth. Doctorate in Social Work (DSW) Dissertation. University of Pennsylvania.

Pliske, M. & Balboa, L. (2019). Integrating yoga and play therapy: The mind body approach for healing adverse childhood experiences. United Kingdom: Jessica Kingsley Publishers.

Pliske, M. (2018, June). Restructuring the practice model to create space for professional growth. Play Therapy,13 (2), 10-13.

Selected Guest Lectures & Presentations

Stauffer, S. & Pliske, M. (2021, October 12th-17th). Humpty Dumpty in Supervision: Using Storytelling and Art to Overcome Trauma "Shattering" [Lecture session, 3hr]. Association for Play Therapy International Conference, Little Rock, AK, United States. https://cdn.ymaws.com/www.a4pt.org/resource/resmgr/annual_conference/2021/2021_conference_brochure.pdf

Pliske, M. M. (2021, January 19-22nd) Changing the Outcome of Adverse Childhood Experiences: How Interpersonal Relationships, Play, and the Arts Support Posttraumatic Growth [Oral Paper]. Society for Social Work and Research.

Pliske, M. M. (2020, October 28th). Relational Trauma [Lecture session -1hr]. University of Pennsylvania School of Social Work and Social Policy, Philadelphia, PA, United States.

Pliske, M. M. (2020, April 22nd -26th). Integrating Play Therapy & Yoga for Healing Adverse Childhood Experiences [Conference session - 3hr]. Expressive Therapies Summit, Los Angeles, CA, United States. -Cancelled due to COVID-19; deferred to 2021 http://www.cvent.com/events/expressive-therapies-summit-los-angeles-2020-registrationsite/agendada483bc75ba04137805a35e2ebf28d64.aspx

Pliske, M. M. (2020, April 14th -17th). Integrating Play Therapy & Yoga for Healing Adverse Childhood Experiences [Conference session - 3hr]. International Summit on Preventing, Assessing and Treating Trauma Across the Lifespan, Honolulu, HI, United States. -Cancelled due to COVID-19; deferred to 2021 https://static1.squarespace.com/static/5dab45989a9f9f7b4aa96521/t/5e4c42d41cd8ee0458de9b63/15820561520 52/FINAL+17th+HI+Registration+Brochure_Reduced+Size.pdf

Pliske, M. M. (2019, November 6). The Neurobiology of Trauma: Integrating Expressive Arts into Clinical Practice for Children and Adolescents [Lecture – 3hr]. Portland State University, Portland, OR United States.

Pliske, M. M. & Balboa, L. E. (2019, October 1-6). Relational-Cultural Play Therapy [Conference Research Poster Session - 1hr]. Association for Play Therapy International Conference, Dallas, TX, United States. www.a4pt.org/resource/resmgr/annual_conference/2019/2019_Annual_APT_Internationa.pdf

Stauffer, S. D., & Pliske, M. M. (2019, October 1-6). Inevitable stuckness: Supporting play therapy supervisees through art and movement [Conference session - 6hr]. Association for Play Therapy International Conference, Dallas, TX, United States. www.a4pt.org/resource/resmgr/annual_conference/2019/2019_Annual_APT_Internationa.pdf

Areas I Teach

Master of Social Work (MSW)

Nancy Murakami received her DSW in Clinical Social Work from New York University in 2019 and her MSW from Columbia University in 2005. Specializing in trauma and refugee mental health, her clinical practice has been primarily with survivors of intimate partner violence, sexual assault, war, torture, and forced migration. As a classroom and field educator, she aims to strengthen students’ practice of culturally responsive care, attunement to their own well-being, and development of a trauma lens for all practice. She joined the Master of Social Work faculty at Pacific University in 2020 in a full-time, tenure-track position.

Shala completed her B.A. in Sociology with a concentration in substance abuse prevention at The University of Oregon in 2011, and received her MSW from Pacific University in 2018. Shala's work is trauma focused; the effects of trauma on the brain and body, grieving trauma, and trauma recovery. She has worked doing individual therapy, substance use disorder treatment, as a part of the Lane County Adult Treatment Court program, facilitated grief and loss workshops, and created the Medically Assisted Treatment program at Lane County Adult Corrections.