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A Lifetime Dedicated to Social Welfare Five MSW alumni — ages 76 to 92 and all still working on social issues — recall their time at UCLA and how it shaped their lives

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By George Foulsham

One recalls being among the oldest students in UCLA’s School of Social Welfare. Another remembers going to school when there was still a stigma to being unmarried and pregnant. And another recalls her time studying socialwelfare at UCLA as exciting, terrifying and very rewarding.

We recently sat down for a Q&A with five social welfare alumni who attended UCLA from the 1950s to the 1970s and graduated with a master’s in social welfare. But these five scholars are all unique: Four are in their 70s and 80s, one is 92 years old, and all are continuing to work in their respective social welfare fields, long past the age when most people retire.

We discussed this lifelong dedication to their craft and other UCLA memories during interviews with these extraordinary individuals:

Jean Champommier
Photo by Roberto Gudino Jr.

Jean Champommier MSW ’64. He is 76 years old and the chief executive officer of Alma Family Services, which provides a variety of community-based services for families, including those with special needs.

Ellen Smith Graff MSW ’68. She is 80 years old and has been teaching a class for mid-career social workers and psychologists.

Rod Lackey MSW ’59. He is 79 years old and works for three home health care companies, providing counseling for clients.

Elaine Leader MSW ’70. She is 88 years old and the founder of Teen Line, a teen-to-teen confidential hotline and outreach program affiliated with Cedars-Sinai Hospital.

June Sale MSW ’69. She is 92 years old, a child-care consultant, a court-appointed special advocate (CASA) and a board member with Stone Soup Child Care and LA’s BEST, both after-school programs for children.

What are some of the things you remember about studying social welfare at UCLA?

Ellen Smith Graff: My first field placement was at the L.A. County Adoptions Department. A young woman had come in pregnant and she was not married. I had a great supervisor who helped me understand that I was with my client learning about my profession, but I was also too emotional about her situation. In the ’60s there was a stigma of unwed pregnant women and I felt her pain. I believe, though, I was able to facilitate helping her make her own choice to decide to keep her baby while losing some of her shame.

My second year was at the L.A. Children’s Hospital on Vermont Avenue. I learned the difficulty for children and their parents because of [intellectual disabilities] or other physical problems, and that they would never get better.

Both of these experiences stay with me today. They were rich and fulfilling.

Ellen Smith Graff
Photo by Roberto Gudino Jr.

Jean Champommier: The two things I remember were my field-work placements and the professors I had. My first field-work experience was at the Kennedy Child Study Center, part of St. John’s Medical Center, and working with children with developmental disabilities and their families. It was a pioneering program at the time. That experience combined with my second-year placement in a community field-based social welfare agency formed the basis for my need to develop a multicultural, multilingual holistic service approach in addressing the needs of individuals, families and communities.

Elaine Leader: Meeting people who were interested in the same thing I was interested in. But also there was a lot going on in the country around civil liberties and there were demonstrators on campus. It was very exciting.

June Sale: I remember it being exhilarating, exciting, terrifying and very rewarding. I don’t know which order — it depends on where I was when I was there. I had early childhood training and I saw what was going on and what wasn’t going on, and I was feeling very helpless, sometimes in despair. I realized it was not very effective and I wanted it to be more effective. So I applied to Social Welfare and I was admitted. I was one of the oldest students there.

Rod Lackey: It was a good experience. Of course, in those days, you didn’t have all of the cultural issues you have today. In fact, our class was primarily white. I think we had one black woman and a couple of Asian students and one Latino.

If you look at what Luskin is offering to our students now, how have things changed since you went to UCLA?

Lackey: Oh, it’s a whole new world. Now we are dealing with minority issues, gay and lesbian issues, political issues. We didn’t deal with this that much back then. I think I was the only gay student and, of course, I was closeted. You couldn’t be out. Well, you could, but you know I was very uncomfortable, but now I’m not.

Rod Lackey
Photo by Roberto Gudino Jr.

Sale: My sense is that it is far more complicated now from when I was there, with the advent of computers and all kinds of science and engineering and media communications. I think that somewhat changes the relationship people have with other people. How did we ever live without them (computers) for so long?

Graff: As I look back to the ’60s I see that I was quite naive as I entered Luskin. I grew up in the ’50s, married, and I had two small children. At that time, all mothers were to be at home and take care of children. So I ran back and forth to school and home. We were a group of students wanting to help the world: We all shared the goal to learn and get trained together. Our theses were in groups and we all worked together.

Champommier: In many ways it is a new world. We live in diverse communities which is reflected in a much more diverse student body. However, many of the issues that reverberated in the 1960s are still in contention today such as drug abuse and discrimination based on race/ethnicity, gender, sexual orientation, etc. Scientific research has continued to advance in neurobiology and genetics including the discovery of DNA. There is greater acceptance of the importance of community mental health services, with significant increased federal, state and local funding.

In L.A. County, there is movement toward greater integration of health, mental health and substance abuse services. Luskin is providing a broader educational context in understanding all of these issues by examining public policies and approaches to deal with them.

Why does Luskin matter to you and why should it matter to those students who are considering their MSW at Luskin in the future?

Leader: I thought it was a very good program when I was there and I learned a great deal. I think it has the esteem that many other programs don’t have. I think anything associated with UCLA is very valuable.

Lackey: I think Luskin offers a lot more than just straight social welfare. You’ve got public health and all of these very important areas you need to be knowledgeable about.

Elaine Leader
Photo by Roberto Gudino Jr.

Champommier: I felt fortunate to enter the social work field in the turbulent 1960s when various institutions were being challenged, including social work itself. This is again a time of significant questioning of institutions charged with meeting the health and welfare needs of individuals, families and communities. Luskin provides a variety of career pathways to become involved in addressing these needs. It’s a wonderful opportunity for students entering the field at this exciting time.

Graff: It seems our world is more complicated now and more open with problems. In 1965 I had a wish to help people who cannot help themselves — rather naive but true. However, Luskin had structure, two or three days of experience in agencies each year, and excellent supervision each week. Luskin is a great school and I took it all in.

Sale: I think it is a pathway to really knowing how to help people. You can’t just go out and do it. You’ve got to know how to reach people. You’ve got to know yourself a little bit better too, and that is one of the real strengths of a social work program.

What motivates you to keep doing this, long after most people would have decided to retire?

Leader: I think I would be very lonely if I didn’t. I am so used to having those kinds of relationships and I would feel adrift without them.

Sale: There’s such inequality in the world and such hate and such awful stuff going on. I look at my grandchildren who are in their 40s and then I look at their children, and wonder what their lives are going to be like. I would liketo be able to think that I’m doing something that will help them, that will eventually make them helpers of the world.

Lackey: Because retirement drove me crazy. I retired from Kaiser home health four years ago. I love home health and after I retired I thought, I can’t stand this staying at home, watching TV, not shaving, this is ridiculous. So I got jobs with three different home health care agencies and I work the hours I want to. I always liked home health because every day is an adventure — different people, different backgrounds, different everything.

June Sale
Photo by Roberto Gudino Jr.

Graff: It’s something that is priceless to me. I have worked for over 40 years with many agencies as well as with a private practice. I feel richer because my graduate school was so great in preparing me for my profession — the thesis, classes, agencies and supervision.

Champommier: I didn’t know the typical retirement age was 65, for one thing. I’m 76 and as each year goes by I continue to feel engaged in making a positive difference in the lives of individuals, families and communities. I am fortunate in working together with a group of talented leaders both within the agency and in the community. We are by nature both curious and problem solvers. And each solution brings with it new problems to solve. It is a continuing learning process. I tell my staff, the moment that I lose the excitement of change that will be the time to move on.

Finally, what advice do you have for Luskin students?

Leader: Follow your dream and find something that really interests you, and follow that because that’s going to be satisfying to you and a contribution to your community.

Lackey: Try to do something besides going into private practice just to make money. That to me isn’t social work. Social work is making changes in people’s lives.

Graff: I like challenges that my clients bring to the agency: It keeps my brain working. I think new students want to gain those goals too!

Sale: I think each person has a calling that is special to them. I love working with little kids, and that’s what I do.

Champommier: You are in a unique position at Luskin to gain a broad knowledge of the social welfare field. You are indeed fortunate to be provided with the opportunity to examine social welfare issues from various perspectives and analyze the intricate nuances of situations you will contend with in your professional career. Take full advantage of what Luskin has to offer by academically challenging yourself with a spirit of openness and curiosity.

A Landmark Honor for UCLA Luskin’s Community Scholars Urban Planning project recognized as 2016 UCLA Community Program of the Year for impact on Los Angeles

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By Stan Paul

For more than a quarter-century, a unique UCLA community outreach experiment has brought UCLA Urban Planning students, faculty and community stakeholders together to focus on jobs, wages, workers and many other important Los Angeles issues.

The Community Scholars — a joint initiative of the UCLA Luskin School of Public Affairs’ Department of Urban Planning and the UCLA Center for Labor Research and Education — began with the first evening class in 1991.

“The very first class was a totally an experiment,” said UCLA Urban Planning instructor Gilda Haas. Haas and Urban Planning lecturer Goetz Wolff continue to teach in the program, and both have been a part of Community Scholars from the beginning.

Haas said it began with conversations on rethinking economic development in Los Angeles and “how the university could be more helpful to the community.”

Community Scholars has won the Landmark Award as the 2016 UCLA Community Program of the Year, an award recognizing UCLA programs that have made a significant impact in the communities they serve throughout many years of service.

Keith Parker, assistant vice chancellor of government and community relations, said that Community Scholars was selected because of the “longstanding commitment to economic and environment sustainability and the work of labor, community organizations in greater Los Angeles over 26 years.”

The Community Scholars program serves as part of a capstone project for 15-25 master of urban and regional studies (MURP) students each year. And, while the yearly two-quarter research seminar serves as a graduation requirement for the students, the program also recognizes the role the community plays in shaping development policy in L.A.

Past Community Scholars project topics have included manufacturing, banking, Walmart, home-care workers, immigration, green-collar jobs and the right to health in South Los Angeles. Although looking at industries in L.A., at their core, these topics focus on the human dimension and are “concerned about working people,” Haas said. For example, the project for the first year was Accidental Tourism, and it focused on the hotel and restaurant industry, specifically unions and workers.

The most recent project was dedicated to longtime Urban Planning professor Jacqueline Leavitt, who had served as the director of the Community Scholars program since 1999 until she passed away in November 2015. The most recent report was led by Goetz Wolff, “Delivering the Good: Strategic Interventions Toward a Just & Sustainable Logistics System in Southern California,” and served as the client project for the Los Angeles Alliance for a New Economy.

“Delivering the Good” focused on the movement and distribution of goods, via the ports of Los Angeles and Long Beach, and the disproportional negative impact on local communities, labor and the environment.

As for future topics, Wolff said, “They bubble up, issues that arise in the community. They all look at what will it take to improve L.A.”

Haas said that a number of students who have participated in the program have gone on to become research staff for labor unions and community organizations.

“People learn to appreciate, listen to and communicate with others,” Haas said. “This is a good role for a university and students.”

The award was presented Oct. 13 at the annual UCLA in Downtown L.A. reception at Los Angeles City Hall.

Planning a New Future for Tacubaya UCLA Luskin Urban Planning students use their capstone project to provide guidance to Mexico City as it re-envisions one of its neighborhoods

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By George Foulsham

Within the heart of Mexico City sits the bustling neighborhood of Tacubaya, population 5,000. Centuries ago, the area was considered rural, but in the mid-19th century urban growth in Mexico City swallowed Tacubaya and it became one of the poorer neighborhoods in a giant metropolis.

Tacubaya of today is defined by intersecting transportation lines that transformed the once-sleepy neighborhood into a central transit hub for thousands of commuters who swarm the area at various times of the day and night. Crime, poverty, unemployment and informal housing are all painful evidence of a community that has suffered from neglect and a lack of investment. Freeway development and an absence of a cohesive community plan have led to a dearth of public amenities as well.

It’s a town that could use help — the kind of help that urban planners could provide.

To address Tacubaya’s issues, the Secretaría de Desarrollo Urbano y Vivienda (SEDUVI), an agency within the Mexico City government, hired international consulting company CTS EMBARQ to help design a new development tool, El Sistema de Actuacion por Cooperacion (SAC). Translation: a performance system by cooperation. The hope is that EMBARQ’s SAC will help revitalize Tacubaya by providing incentives for developers, thus stimulating new affordable housing development and improving transportation while avoiding pitfalls such as congestion, gentrification and displacement.

Enter the UCLA Luskin School of Public Affairs, specifically master’s students from the Department of Urban Planning. Luskin student David Leipziger worked at the World Resources Institute and established a relationship with several EMBARQ offices. Leipziger asked EMBARQ if there might be an opportunity to work with one of the company’s offices around the world. They suggested Mexico City.

“Mexico City seemed to make the most sense for us because of the proximity, and the students just had a lot of interest in what we could be doing,” said Shafaq Choudry, who graduated in June with her Master’s in Urban and Regional Planning (MURP). “There are a lot of parallels that run between the congestion issues that Mexico City faces and L.A.”

Out of this inquiry came a “really fruitful partnership,” according to Choudry, and a 2015-16 capstone project for 16 Luskin MURP students. EMBARQ and Mexico City officials agreed to work with the Luskin students, who studied Tacubaya in the fall 2015 and winter 2016 quarters and provided a detailed report on recommendations that could help officials design a road map for the future of the neighborhood.

UCLA Luskin student Shafaq Choudry with two officials from CTS EMBARQ at a meeting in Tacubaya.

The research initiative was arranged by Leipziger and sponsored by Stephen Commins, a lecturer in Urban Planning and associate director of the Global Public Affairs program at UCLA Luskin.

“The capstone projects provide the students with the opportunity to apply the different analytical and research skills that they have learned in the program to a practical, complex set of problems that are similar to what they face as planners,” Commins said. “A key goal is to have applied knowledge and this is what this project entailed.”

Once the details were finalized, the Luskin students conducted extensive research about the context and history of Tacubaya.

“We then took the steps to identify what areas of expertise that CTS EMBARQ provides, and how we could fill in the gaps,” Choudry said. “It worked out well because we’re a group of 16 and everyone is coming with their own interests. And they want to take ownership — what section am I going to be contributing to? And when it’s your thesis project, you really want it to be a reflection of your own interests and your unique research that you want to put out there into the world.”

So 16 students divided into four groups. The teams broke down their daunting task (most capstone projects require a full academic year, not just two quarters) into four categories: incentivizing inclusive housing development; integrating informal housing (any form of shelter outside of government regulation); enhancing mobility and access; and revitalizing public space.

All capstone projects can be challenging, especially when the focus of the research is several thousand miles away, Commins said. “There is a struggle to get focus early as well as the challenge of working remotely,” he said. “As the work progresses, there is a tension between wanting to be thorough and having limited time.”

Choudry said the students very quickly realized that the project would offer important educational and life lessons.

“As the project started to progress, we had to make sure that whatever we were researching and recommending in our findings, that they complemented one another,” Choudry said. “Then, at the end, we’re not producing four separate reports. That was a process in itself. I found it fascinating.”

Another challenge: Only four of the 16 students could fluently speak and read Spanish. “Google translate is a very good tool,” Choudry said.

The students traveled to Tacubaya in shifts, one group going in early December and the others during the second week of January.

“It was intense,” Choudry said. “That was our only opportunity to see the site, start documenting it, talking to as many people as we could.”

The students arranged interviews and established workday schedules with EMBARQ. “At the end of all of this,” Choudry said, “we had to determine what deliverables we would be able to bring to them in the next 10 weeks. It put the pressure on all of us.”

After two visits, countless meetings and hundreds of hours of research, the UCLA Luskin students produced an executive summary and a set of recommendations designed to inform and assist CTS EMBARQ and Mexico City officials with the task of improving life in Tacubaya.

Among the students’ recommendations:

  • Creating a more participatory process that includes Tacubaya residents in housing development decisions.
  • Establishing cooperative methods of ownership in informal housing developments to prevent future displacement.
  • Investing in bicycle paths and traffic-calming measures to help ease congestion caused by heavy traffic surrounding the transit hub.
  • Developing public spaces that fit the community’s needs and desires while designing a future that embraces environmental sustainability.
  • Creating a tiered public benefit zoning system to provide an incentive for development.

The students’ final recommendations have been submitted to CTS EMBARQ. “They were very pleased with the report,” Choudry said. “Our hope was that this could help inform their work, moving forward. That’s how we thought the implementation of this report could be seen. What we’ve done is handed it all off to EMBARQ, with the trust that they may carry it forward to the officials in Mexico City.

“As students, we get to play this role of, this is our client, but we have this opportunity for them to hear a voice that they might not be able to incorporate as easily, given the relationship they have with the city,” she added. “What we realized as a class was that we can push the bar further. And whether or not EMBARQ incorporates this into their final recommendations, at least we gave them some food for thought.”

Commins said the Tacubaya Capstone project is a great example of how students can fulfill the UCLA Luskin mission.

“Their presentation was indeed representative of the commitment of our students to engage in real-world questions, to dig into the complexities of urban planning in Mexico City, and to propose specific approaches that are both attuned to the needs of a diverse population and grounded in the specific political/regulatory/environmental context of Tacubaya,” Commins said.

Read the students’ full report.

Examining Diversity ‘Between the Lines’ In year-end conference, UCLA Luskin D3 students view issues through a social justice lens

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By Stan Paul

Students at the UCLA Luskin School of Public Affairs take the tools, methods and knowledge they acquire to solve problems, seek social justice and provide policy options for the world.

Luskin students are also examining their own university for insights into a number of issues, including what role UCLA’s Equity, Diversity and Inclusion office should play in creating, implementing and evaluating UCLA diversity programs. Also, students raised the concern that it may be possible to progress through their academic programs without ever critically engaging with social justice topics.

Public Policy, Social Welfare and Urban Planning graduate students were given the opportunity to discuss, present findings and offer recommendations on these issues at “Researching Between the Lines,” the school’s year-end D3 (Diversity, Differences and Disparities Initiative) student research conference held at UCLA Luskin.

“The conference gives a formal opportunity for students to present their research to other people in other cohorts,” said Edber Macedo, a second-year Master of Urban Planning (MURP) student and project manager for the D3 initiative. “Our work in the public affairs realm is highly intersectional and this conference aims to highlight those crossroads.”

The D3 Initiative was established by former UCLA Luskin Dean Franklin D. Gilliam, Jr., as the only student-led equity effort on campus.

Three students in the master of public policy (MPP) program dedicated the culmination of their studies — their applied policy project — to examining UCLA’s office of Equity, Diversity and Inclusion (EDI).

Group member Nisha Parekh, who is completing a law degree in conjunction with her MPP, pointed out that “pockets of diversity … have been doing the work already.” But, she said, “There is no communication between these folks,” and the challenge is how to leverage relationships.

“It is important to differentiate between being diverse in composition from having equitable and inclusive policies, practices and procedures,” Parekh said. She and her MPP colleagues, Kevin Medina, who also is in the Master of Social Welfare (MSW) program, and Elizabeth Calixtro, sought to find out what it means to have an office focused on equity, diversity and inclusion.

What became clear to the student researchers after gathering data and conducting interviews and focus groups with faculty, staff, graduate and undergraduate students is that diversity programming is not well-defined at UCLA. Students, faculty, and staff who supply diversity programming on campus also reported a lack of resources and institutional knowledge, Parekh said. “People are starting from scratch over and over.”

Among the group’s recommendations is that the EDI office clarify its jurisdiction and “brand,” which would improve stakeholder trust in the office, the students said. Based on the survey data gathered, Parekh said “we found that the majority of students surveyed think having a culturally competent campus is important.”

Two other projects examined diversity in their own department. Urban Planning MURP students examined both the curriculum and hiring practices.

Julia Heidelman, a first-year MURP, said her group conducted a critical analysis of the core curriculum to gauge content consistency with the department mission and whether social justice was integral to students’ understanding of the discipline.

“Students want more room for critical and well-facilitated discussions,” Heidelman said. “It has historically been the duty of students to advocate for improvement of the curriculum and incorporation of themes of diversity, social justice and race.”

Another group of MURP students focused on mentorship and how it can be both a help to students but also an added burden — taking time away from research and scholarship — especially for faculty of color. Recommendations made by student researchers included expanding the definition of scholarship to encompass questions of social justice and racial equality.

Finally, Joanna L Barreras MSW ’12, a doctoral student in the Department of Social Welfare, looked beyond the campus to a statewide concern. Her project, “Predictors of Having a Place for Care Among the Largest Ethnic Minority in California,” addressed the issue of more than 30 million Latinos of Mexican origin who face barriers when utilizing health care services in the state.

Barreras said she wanted the takeaway from her presentation to be that “we cannot have health without mental health.”

“By screening for serious psychological distress we are able to provide needed resources, prevent future chronic health illnesses, and ultimately help reduce physical and mental health disparities,” Barreras said. She found problematic that most research on Latinos does not differentiate among Latino subgroups, which “ignores cultural variation across Latino subgroups but it also ignores the heterogeneity within these groups.”

“These presentations signify the continuation of what Dean Gilliam started — to address EDI issues within Luskin,” said Gerardo Laviña MSW ’88. “We are grateful for Interim Dean Takahashi’s continued support,” added Laviña, who is director of field education for the Department of Social Welfare and faculty advisor for the Luskin D3 initiative.

Melinda Morgan Named Social Welfare Alumna of 2014 The two-time UCLA Luskin Alumna Melinda Morgan will accept her 2014 Social Welfare Alumna of the Year award on April 26th

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Two-time UCLA Luskin Alumna Melinda Morgan (MSW ’89,  PhD ’98) has been named the 2014 Dr. Joseph A. Nunn Alumna of the Year by the Department of Social Welfare for her commitment to helping military families.

For over six  years, Morgan has served as site director of the Camp Pendleton FOCUS Program. FOCUS (Families OverComing Under Stress) is a resilience training program for military families, children, and couples implemented in 2008, in collaboration with the UCLA Semel Institute for Neuroscience and Human Behavior and the US Navy Bureau of Medicine and Surgery. The program, now part of the UCLA Nathanson Family Resilience Center, is in operation in over 20 sites around the world and has provided services to over 500,000 service members and their families.

Morgan teaches as a field instructor for the University of Southern California San Diego Academic Center for Military Social Work and supervises interns placed at FOCUS. In addition, she works as a consultant for the National Military Family Association as an embedded team member in Operation Purple Camps for military families throughout the country.

Prior to receiving her MSW and PhD from UCLA, Morgan was a probation officer working primarily with Latino youth gangs and worked as a psychiatric social worker During her program at UCLA, Morgan maintained a private practice in psychotherapy, and was a co-investigator and assistant professor for UCLA’s Department of Obstetrics and Gynecology researching neurophysiologic correlates of women’s mood disorders. For the majority of her academic career, Morgan also raised four children as a single parent.

While one of Morgan’s favorite things to do is go on kayaking trips in the Sea of Cortez, she gladly will forgo a beach trip for the annual MSW Alumni Reception on Saturday, April 26 where she will accept her 2014 Social Welfare Alumna of the Year award.