In 2004-05, Shelley Steenrod began teaching at Salem State as a substance abuse specialist in the School of Social Work. She notes that “It’s been a long time…but it’s been a really good, long time.” She attributes her longevity as a faculty member to her students and colleagues. “I’m passionate about our students and am constantly inspired by all that they try to manage.” Steenrod reflects, “As I sit with my advisees and hear their stories, I’m struck by their financial, academic, familial, and work responsibilities.” She respects and appreciates the journey that Salem State students trod to succeed. The “hurdles they need to…continuously jump through are really pretty amazing…I do find that incredibly inspirational.” Steenrod also proudly shares, “My colleagues in the School of Social Work are amazing teachers, researchers, and community leaders and I love working beside them.”
Her early experiences as a clinical social worker informed her subsequent research areas. Focusing on substance abuse disorders for out-patient and in-patient treatment programs, Steenrod’s clients were primarily teens and women. She gradually moved into leadership roles, serving as a regional manager for the state agency that funds substance abuse programs. During this period in her career, managed care organizations became more prevalent in healthcare. Steenrod became very interested in how managed care practices would impact behavioral outcomes, which became the focus of her doctoral research.
Becoming a faculty member, Steenrod prefers teaching the introductory 100 and 200 level courses in the Bachelor of Social Work program, although she offers courses at all levels. “I enjoy supporting student development in their early years and watching their overall growth and maturity.” Taking an empathic, engaged approach to teaching and advising is key to her success in facilitating that growth in students. “I understand how overwhelming it can be, so I try to strike a balance between being supportive while also holding a high bar.” She adds, “I tell students that we are co-pilots in their education. We are both responsible for knowing the flight plan and sticking to it, otherwise who knows where we’ll end up.” Steenrod’s goal is to enable students to chart their own path, “helping them to do hard things.”
In her own family, Steenrod has found the strength to do hard things, too. In 2012, when her sons were 10 and 13, Steenrod and her husband adopted a pair of siblings from Ethiopia; six and two year-old sisters. Persevering through such dramatic change for her sons, her new daughters and their family was transformative. Steenrod proudly looks back on this decision. Choosing this road “less traveled by…has made all the difference” to their family, as the famous Robert Frost poem concludes.
Social Work is So Rewarding
A whole new set of research agenda emerged from Steenrod’s family experiences. Her curiosity about the adoption process, how to form emotional attachments and integrate new children into our existing family, and the challenges that international adoptees face having lost their original family, country of origin and culture led to new questions. Consequently, Social Work colleague, Zoe Kessler and Steenrod, are examining the well-being of adult adoptees from Latvia who were in institutionalized care as children prior to their adoptions to the United States. Other adoption-related projects include bringing National Adoption Competency Training to the School of Social Work to prepare students and other stakeholders to better address the mental health and developmental needs of children in foster, adoptive, or kinship families. Steenrod is also working with Associate Dean Beth Massaro and Professors Katherine Walbam and Mbita Mbao to develop training materials for service providers working with community members who are survivors of civil war and other adversities in East Africa.
Steenrod’s service impacts campus as well as international affairs. For example, emerging from the pandemic students began sharing with her how their mental health challenges were negatively affecting their academic progress. Steenrod decided that we have to do something. She thought a support group was needed for students to talk with each other about their feelings, but she’s learned from students what they find most helpful to mediate overwhelming stress and anxiety. Allowing the students to lead this effort, the strategy has since broadened. The group evolved into one for BSW students to spend time not just talking, but also playing games, coloring in adult coloring books, listening to music, eating snacks, planning library study group times, and laughing.
Modeling a well-balanced life, Steenrod maintains a colorful and dynamic vegetable garden, adding to it each year. The Steenrod family are also big dog lovers with a pair of golden retrievers. An avid reader, Steenrod shares that she loves to read memoirs. She finds the challenges overcome by authors like Brandi Carlile and Christine Blasey Ford inspiring. Her next idea for the BSW program is to organize a book club!
“Choosing Social Work is so rewarding,” says Steenrod, but she describes the profession as one that also takes persistence. Her hope for her students is that they will persevere, continuing to choose to do hard things. “As I watch each BSW student graduate, my heart grows three sizes bigger – like the Grinch! Nothing beats that feeling, to see students get to the finish line, knowing where they began. I’m so impressed and proud of them, knowing we helped them do hard things.”
"We Can Do Hard Things" *Doyle, G., Wambach, A., & Doyle, A. (n.d.). We can do hard things. Audacy. /