Stephanie Lyons
- MSW
- Director of Field Education/Clinical Associate Professor
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Central Administration - All Campuses
Contact
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(317) 274-8468
- steplyon@iu.edu
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902 West New York Street
902 West New York Street
About
Stephanie Lyons, Director of Field Education is a Clinical Associate Professor at Indiana University School of Social Work (IUSSW), providing leadership and administrative oversight for the implementation of field curricula, ensuring integration between the classroom and practice settings and vice versa in both the bachelor and master programs. Stephanie also teaches within the Master of Social Work Community and Organizational Leadership focus area and field curriculum where she has revised and implemented S661 Executive Leadership Practice, S662 Financial Management, Marketing, and Resource Development, S481/482 BSW Field Practicum, S555 Field Practicum I and S651/652 Field Practicum II and III courses. Stephanie is a member of the Educational Assessment Committee, BSW Curriculum Committee, MSW Curriculum Committee, IUSSW Self-Study Committee, MSW Community and Organizational Leadership Focus Area Committee, International and Global Affairs Committee, and Directors’ Committee. In addition to these committees, Stephanie acts as the Chair of the System-Wide Field Education committee. Stephanie is also a member of CSWE's Council on Field Education (2017-2023).
Prior to Stephanie’s employment at the IUSSW, in the Central Indiana community, Stephanie was the Director of Centerpointe Community Based Services and Executive Director of Promising Futures of Central Indiana. Stephanie has also held positions of Director for Family Resource Center of South Florida, Inc. and with Boys Hope Girls Hope, Inc.’s National Office as Employment Manager and Volunteer Coordinator.
Stephanie received her BSW from the College of Saint Benedict in 1997 and her MSW from Saint Louis University in 2000. Stephanie is currently a PhD student at IUSSW.
Stephanie is committed to the leadership of organizations focused on bettering the lives of youth and their families through her volunteer work as a member of the Indiana Commission on Improving the Status of Children's Mental Health and Substance Abuse Task Force's Workforce Subcommittee. Stephanie has also served on the boards of Indiana Youth Services Association (2017-2018 Board Chair, 2016-2017 Vice Chair, 2015-2016 Secretary, 2011-2019 as Board Member), Indiana Association of Resources and Child Advocacy (2007-2013), Hamilton County Community Corrections (2005-2012), and United Way of Central Indiana’s Agency Executives Committee Member (2011-2013).
Education
PhD
Emphasis/Major: Social Work2026 - Indiana University School of Social Work
MA
Emphasis/Major: Social Work2000 - Saint Louis University
BA
Emphasis/Major: Social Work1997 - College of Saint Benedict
Research Interests
Leadership of social service organizations and Social Works' roles and responsibilities in the leadership of those organizations. Leaders representation of the individuals that work within the organizations as well as those that are served.
Social Work Field Education
Teaching Interests
Community and Organizational Leadership, Policy, and Field Education
Awards and Honors
- Volunteer of the Year Award
2015 - Indiana Youth Services Association
Publications
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Lyons, S. L., Schrader, S. M., Galyean, E., Romito, L. M., Everidge, C., Smith, M., & Reddy Mandapati, S. (2021). A collaborative assessment of barriers to oral health care: Are social workers needed?. Advances in Social Work, 21(1), 115-134. https://doi.org/10.18060/23681
Oral health disparities are pervasive. Interprofessional education and collaborative practice experiences may be a means to address this problem in oral healthcare settings. This project aimed to determine: (1) barriers involved in patients’ access to oral health care at an academic dental school clinic, (2) dental students’ perceived ability to address patients’ needs and/or care barriers, (3) the ability of current clinical operations’ to address access to care issues, and (4) the potential role of a licensed health care social worker integrated into the clinic. Investigators conducted three focus groups –one student group (n=5), one clinical staff group (n=7), and one clinical faculty group (n=5). Further, investigators administered two needs assessment surveys in the dental school – one with students, staff, and faculty (n=144) and the second with the school’s dental patients (n=150). Investigators employed descriptive and inferential statistical analyses to evaluate the survey data. The following principal barriers to oral health care for dental patients were identified from focus group and survey data, inclusive of patients, students, staff and faculty perspectives: (1) lack of financial means, (2) lack of/inadequate insurance, (3) limited/no transportation, (4) general health problems, and (5) language barriers. Female patients reported financial barriers (38.7%) compared to male patients (8.1%). Including licensed social workers in an academic dental clinic may help address patient barriers to care and support interprofessional collaborative practice.
Presentations
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Lyons, S. A. (2024). Executive leaders’ use of the relational lens in leadership of social service organizations. IUSSW, Indianapolis, IN.
A fundamental aspect of leadership is relationships, as relationships are at the center of everything a leader does. This review focuses on relationships in leadership by comparing three models that use relationship as a core function: Human-Centered Leadership, Person-Centered Leadership, and Consumer/Client-Centered Leadership. Through a comprehensive review of the literature, it explores relationships in leadership, making the connection between relationships and leadership as a critical element, but even more so is the relational lens that executive leaders use when approaching their work. While relationships are the interactions and connections between people, relational lens is a consistent attribute, behavior, and approach that the leader takes when acting in a leadership role. When executive leaders develop relationships with all stakeholders using the constructs of communication, trust, inclusivity, and caring for their well-being and implement the use of a relational lens in leadership[SWP1] , organizational effectiveness improves.
[SWP1]This may be me - but here I would add something like research shows, or it is argued
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Lyons, S. L., & Morlan, M. (2023). State-wide community and academic collaboration that expands mental health and addictions workforce: The Behavioral Health Academy. Council on Social Work Education, Atlanta, GA United States.
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Lyons, S. L., & Morlan, M. (2023). How field liaisons perceive diversity, equity, and inclusion (DEI) matters in students’ field practicum. IUSSW, Indianapolis, IN United States.
The researchers conducted an exploratory study using the Constructivist Grounded Theory qualitative research method to examine how field liaisons perceive DEI as it pertains to student’s practicum experience (N=14). An overarching theme of utilizing self-reflexivity for recognizing one’s own positionality and the need for self-growth was identified. While being influenced by external, environmental factors, the combination of the field liaisons’ positionality, ability to be reflexive, and commitment to self-growth played significant roles in their impact on students. This article offers a conceptual framework that emerged from the data that can inform the conscious practice of internal reflexive process for field liaisons and the development of infrastructure within schools of social work that influences fostering external, environmental factors which ultimately impact their students. Recommendations for future research are discussed.
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Lyons, S. L., & Ray- Bennett, K. (2022). Pathway to Solidarity: Youth Mobility’s Impact on Social Cohesion. IUSSW, Indianapolis, IN United States.
The world has experienced devastating political events, and civic unrest brings urgency to solidarity practices. The European Commission began funding the European Solidarity Corps (ESC), which aims to provide lifelong service learning to support people’s educational, professional, and personal development. Youth mobility programs emerged as a type of youth exchange program intended to engage and empower young adults to participate in civic engagement and improve solidarity. IKS is a youth mobility program in Croatia using the social, mobile educational framework to enhance solidarity in the European Union. Objective: The study aimed to examine the impact of a youth mobility program on social cohesion. The study also aimed to design a framework for social cohesion that is valid and reliable. The overall aim of the research study was "What is the impact of youth mobility program, on the volunteers’ social cohesion?" Method: The study used an exploratory analysis survey (n=59) to investigate how youth mobility programs impact the volunteers’ social cohesion after exiting the program and reintegrating into their home communities. Social cohesion was measured through trust, civic engagement, and inclusion. Data: Data showed a correlation between civic engagement, trust, and the measurement tools as valid and reliable using principal component analysis and Cronbach alpha among participants in youth mobility programs in Croatia. Discussion: Correlation indicates the civic engagement, trust, and inclusion sub-scales are consistent with social cohesion. The correlation of the three variables indicated social cohesion meets the objectives of Erasmus +. Implications: Developing valid and reliable instruments to measure the impacts of youth mobility programs can aid non-governmental programs in gaining funding efficiently and effectively and help support programs that improve and heal relationships in post-war communities.
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Lyons, S. L., Parker, J., Varesello, ., & Reitmeir, M. (2021). COFE Town Hall- EPAS 2022. Council on Social Work Education, online.
The goal of the Town Hall is for field educators to share thoughts, ideas, and issues related to accreditation standards in EPAS 2022 directly with representatives from CSWE COFE, Commission on Accreditation (COA) & Commission on Education Policy (COEP).
Agenda:
Welcome & Introduction for today’s session
The goal of this session is to inform field educators about EPAS 2022 Turn off cameras to spotlight the panelists, we will save the chat and pull some questions
Panelist introduce themselves and the work their Commission or Council & CSWE
(what is it, what is the charge, and how do they intersect with EPAS 2022)
*they can acknowledge the members of their Council & Commission
*what is the organizational structure
Give an update on changes to EPAS 2022 & ask questions
Divide by sections - the changes (prioritize the sections for field)
Field sections
DEIA, anti-racist sections
Evaluation
Open Feedback & Questions
Can use sign-up genius during the event to call on folks to give feedback
Closing Remarks for panelist
Closing from COFE & Survey Announcement
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Lyons, S. L. (2021). Social Work’s Role in Organizational Leadership. Indiana University School of Social Work, Indianapolis, IN United States.
Complexity of CEO role and need for diversified skill set.
CEOs education and its impact on the organizational culture.
CEOs role in setting culture of organization.
Social Work education and macro social work curriculum.
How social work impacts and changes the future of its role in organizational leadership.
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Lyons, S. L., Parker, J., & , J. V. (2021). The Impact of Racism on Field Education. Council on Social Work Education, online.
The goal of the COFE Connect Sessions is for field educators to connect through small group discussions and share how current events are impacting field education. The goal of the Town Hall is for field educators to share thoughts, ideas, and issues related to accreditation standards in EPAS 2022 directly with representatives from CSWE COFE, Commission on Accreditation (COA) & Commission on Education Policy (COEP).
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Lyons, S. L., Parker, J., & Vassell, J. (2021). The Impact of a Global Pandemic on Field Education. Council on Social Work Education, zoom.
The goal of the COFE Connect Sessions is for field educators to connect through small group discussions and share how current events are impacting field education. The goal of the Town Hall is for field educators to share thoughts, ideas, and issues related to accreditation standards in EPAS 2022 directly with representatives from CSWE COFE, Commission on Accreditation (COA) & Commission on Education Policy (COEP).
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Lyons, S. L. (2020). Connecting with Field Education: Sharing Best Practices. Council on Social Work Education, virtual.
The Council on Field Education (COFE) advances the role of field education in social work education by promoting, collaborating with, recommending, and distributing information to social work field educators. This session will focus on the work of COFE and will offer field educators the opportunity to share best practices.
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Boys, S., & Lyons, S. L. (2019). Policy Field Unit: Preparing students for careers in politics and policy advocacy. Council on Social Work Education, Denver, CO United States.
A large, Midwestern school of social work is developing a Policy Field Unit with goals of graduating students prepared for employment at research, policy and advocacy organizations, and preparing students for careers in politics and running for office. Results of a formative evaluation of the Field Unit will be discussed.
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Lyons, S. L. (2019). New Field Instructor Orientation. Indiana University School of Social Work, Richmond, IN United States.
Oriented and trained the Field Instructors who were hosting MSW practicum students during the upcoming academic year.
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Lyons, S. L. (2019). Faculty Field Liaison Training. IUSSW, Bloomington, IN United States.
Oriented and trained the Faculty Field Liaisons who are teaching the MSW 555 Practicum I and/or MSW 651/652 Practicum II/III courses during the upcoming academic year.
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Lyons, S. L. (2019). Field Instructor Orientation and Training. Indiana University School of Social Work, South Bend, IN United States.
Oriented and trained the Field Instructors who were hosting MSW practicum students during the upcoming academic year.
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Romito, L., Everidge, C., Lyons, S. L., & Schrader, S. (2019). Strategies for Designing and Developing a Dentistry-Social Work Interprofessional Education and Collaborative Practice Model. University of Nebraska, Omaha, NE United States.
The Indiana University Schools of Dentistry and Social Work have developed an interprofessional education (IPE) and collaborative practice (ICP) model to increase access to oral health care. The initial phase of this programming effort included a needs assessment of patient, staff, student, and faculty views regarding the integration of social work practice with the dental school clinic. This workshop focuses on the data from patient perceptions and assists workshop participants in developing similar IPE/ICP models.
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Curington, A., Lyons, S. L., Williamson, E., Parker, J., Jackson, R., Maurer, M., & Coleman, S. (2019). Connecting with Field Education: Sharing Best Practices. Council on Social Work Education, Denver, CO United States.
The Council on Field Education (COFE) advances the role of field education in social work education by promoting, collaborating with, recommending, and distributing information to social work field educators. This session will focus on the work of COFE and will offer field educators the opportunity to share best practices.
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Lyons, S. L., Romito, L., Schrader, S., & Galyean, E. (2019). Dentistry and Social Work Interprofessional Education and Practice; Establishing and Implementing a Collaborative Model.
This workshop will present the findings of our research and the results of the practicum placements and associated activities. This workshop aims to teach participants how to stimulate origination of similar collaborative and interprofessional programs by presenting background information on this project, strategies to help participants engage stakeholders and allies, and instruction on designing, implementing, and evaluating similar collaborative programs. This workshop will instruct participants on how to replicate similar interprofessional initiatives with other disciplines and schools at their own institution. Finally, this workshop aims to help participants develop strategies to ensure sustainability.
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Lyons, S. L., Morlan, M., Votapek, J., & Hippie, J. (2018). Field Education Orientation and Training. Indiana University School of Social Work, , IN United States.
New Task and Field Instructor Orientation that covers the following topics: CSWE Educational Competencies, Field Requirements and Expectations, Roles and Responsibilities of Students, Field Instructors, Task Instructors, Faculty Field Liaisons, Field Coordinators, Program Directors and Director of Field Education, Field Instruction and Supervision, Safety, and The Learning Evaluation Process.
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Lyons, S., Schrader, S., Romito, L., & Smith, M. (2018). Establishing Collaborative Educational Experiences: Developing, Implementing, and Evaluating Sustainable Interprofessional Models. Council on Social Work Education, Orlando, FL United States.
Complex social issues require the attention and intervention of various professions. Schools of Social Work and Dentistry developed an interprofessional and collaborative model of increasing access to oral health care. This workshop will prepare participants to develop similar interprofessional models to address complex social issues.
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Lyons, S., Harrison, J., Navarre, J., & Naasko, R. (2018). Establishing the value of field education: Quantification and Implications. Council on Social Work Education, Orlando, FL.
Field education is a core feature of social work programs throughout the US and internationally. The NorthCentral Field Director’s Consortium sought to quantify the value of BSW and MSW field education and field instruction. Results from the initial study, and implications on students, departments, and field organization are discussed.
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Lyons, S., & Galyean, E. (2018). Teaching Field Instructors to Engage and Teach Practicum Students in Policy Practice. Council on Social Work Education, Orlando, FL United States.
Policy practice is a core function in social work, capturing the array of social justice focused activities in the social and public policy arenas. The newly developed, Policy Practice Training Program for Field Instructors, was created with the intention of enhancing policy practice through experiential teaching and learning methods guided or modeled by the field instructor with the organization. The training aims to build field instructor teaching competence in engaging students in policy practice activities and in teaching students to engage in policy practice within varying agency contexts. It is the social service organizations and community agencies which are the employer and practicum contexts in which policy practice is occurring at differing degrees, often depending on organizational culture. Further, the methods and degree level of motivation to which social workers engage in policy practice is linked to the professional socialization process, often beginning with formal social work education (Gal & Weiss-Gal, 2015). With policy practice historically taught to students through passive methods in the classroom, the Policy Practice Training Program for Field Instructors, provides an innovative curriculum enhancement approach, utilizing experiential learning and field instructor modeling as teaching methods (Weiss, Gal & Katan, 2006) delivered in the employer/practicum settings where policy practice more naturally occurs.
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Lyons, S. L. (2018). Faculty Field Liaison Orientation and Training. IUSSW, Bloomington, IN United States.
Oriented and trained the Faculty Field Liaisons who are teaching the MSW 555 Practicum I and/or MSW 651/652 Practicum II/III courses during the upcoming academic year.
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Lyons, S. L. (2018). Successful Integration of Sonia into Indiana University School of Social Work. Sonia, Baltimore, MD United States.
Presentation of Indiana University School of Social Works successful integration of Sonia into the Field Education team. The approach to obtain buy-in from all constituents is discussed along with the team approach to leadership.
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Lyons, S. L. (2017). Sonia Implementation Process and What we Learned. Sonia, Dallas, TX United States.
Sonia Implementation Process and What we learned to have a successful transition from paper to an online platform in field education.
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Lyons, S. L., Dale, M., & Morlan, M. (2016). Professional Expectations for Social Worker Engagement in Policy Practice. IUSSW, Indianapolis, IN United States.
Developed and presented the policy training to equip field and task instructors with knowledge, skills, and abilities to promote and assess student competence related to policy practice. It provides concrete opportunities for Field Instructors to encourage students to be actively engaged in policy practice in the practicum settings. Lastly, it guides Field Instructors on how to evaluate student competence in social work policy practice.
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Lyons, S., Betts, R., & Quinn, C. (2016). Identification and Implementation of Transformative Technology in Field Education within a Multi-Campus Environment. The Association of Baccalaureate Social Work Program Directors, Dallas, TX United States.
Field education is considered to be the most crucial component in their preparation for social work practice (Bogo, 2010, p. 11). Field Education is a complex, multi-dimensional endeavor. The work is relationship-based between the Field Coordinator, Student, Field Instructor and Liaison. In order to have effective relationships, communication is critical. The School of Social Work used four steps of the Developing an Accessible Technology Plan (2015) for the Identification and Implementation of transformative technology in field education within multi-campus environment.
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Lyons, S., Nes, J., & Dennis, S. (2015). Pre-Placement Prep Sessions: Positioning MSW Students for Success in Field Placements. CSWE, Denver, CO United States.
This presentation describes a model of systemically preparing MSW students for their first practicum experience through a series of five pre-placement prep sessions with field faculty and agency based field instructors. Didactic and hands on prep session content will be described along with preliminary evaluative results.
Contract Fellowship Grants
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Practitioner Education in Substance Use Disorders
Program Director (PD)/Principal Investigator (PI): Stephanie Lyons -
Policy Field Unit: Preparing Social Work Students for Careers in Politics and Advancing Social Justice
Co-PD/PI: Stephanie Boys
Supporting Personnel: Stephanie Lyons
Supporting Personnel: Renee Betts -
Policy Training for Field Instructors
Program Director (PD)/Principal Investigator (PI): Stephanie Lyons -
Field Placement Project Implementation Grant
Program Director (PD)/Principal Investigator (PI): Stephanie Lyons
Institutional Services
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Board Member
2022 - Interprofessional Clinical Education Advisory BoardThe purpose of the Interprofessional Clinical Education Advisory Board (Board) is to:
- provide innovative advice and curricular recommendations for clinical experiences;
- offer robust perspectives on clinical education;
- and assist with assessment strategies
related to clinical practice for the Indiana University (IU) Interprofessional Practice and Education Center’s (IPE Center) Curriculum Committee, Evaluation/Assessment Committee, and/or Leadership Team that align with IPECP within clinical didactic, co-curricular, and/or extra-curricular programming. -
Committee Chair
2021 - Diversity, Equity, and Inclusion in Field EducationLeading a committee to look at and respond to Diversity, Equity, and Inclusion within IUSSW's Field Team and deliver of field education. -
Faculty Advisor/Mentor
2021 - Learning Plan Training CommitteeA team of Field Coordinators developed the Learning Plan Training for Field and Task Instructors. I act as a consultant and reviewer of all the trainings, ensuring that they are consistent and comply with IUSSW Field Education policies and procedures. -
Committee Member
2021 - Curricula Lead CommitteeDetermine if a Course Sequence Committee structure will be used to house course groupings.
Determine Course Sequence Committee membership.
Determine Course Sequence Committee member roles and incentives.
Suggest possible course sequence groupings. -
Committee Chair
2021 - Field Restructuring CommitteeLed a committee of Field Educators to review and propose a new model for the delivery of field education for IUSSW. -
Committee Member
2020 - IUSSW Faculty Field Liaison Work GroupThis workgroup is developing tools for Faculty Field Liaison Orientation, trainings and support throughout the courses taught. -
Task Force Member
2020 - Transcend-Transformative Education for Independent YouthParticipated on a task force to assist in the development of Transcend program which integrates and extends several existing programs across IUPUI, Ivy Tech, and Foster Success, a statewide organization that serves youth transitioning out of foster care. Transcend will serve independent youth through a high-touch, person-to-person program that will support IPS students as they prepare and transition to college or employment. -
Other
2019 - Donor DevelopmentAssist in Alumni and Donor Engagement Activities. -
Committee Member
2018 - International and Global Affairs CommitteeAssisted in the development of the International and Global Affairs committee of IUSSW. Represent field education on this committee. -
Committee Member
2016 - Self Study CommitteeRepresent Field Education on the Curriculum Review/Self-Study committee -
Other
2016 - Office of Community EngagementAct as a liaison between the Office of Community Engagement and IUSSW. -
Committee Member
2015 - Educational Assessment CommitteeRepresent Field Education on the Educational Assessment Committee -
Committee Member
2015 - MSW Community and Organizational Leadership ConcentrationReview, develop and enhance the curriculum in the leadership concentration in relation to the full MSW curriculum -
Committee Member
2015 - BSW Curriculum CommitteeRepresent field education on the curriculum committee. -
Committee Member
2015 - MSW Curriculum CommitteeRepresent field education on the curriculum committee. -
Committee Chair
2015 - System-Wide FieldChair the System-Wide Field Meeting -
Committee Member
2014 - IUSSW Directors CommitteeRepresent Field Education at the IUSSW Directors meetings where programmatic decisions are made that impact the programs and campuses. -
Other
2014 - HIPAA Compliance LiaisonAct as the HIPAA Liaison for IUSSW. In collaboration with Associate Dean for Academic Affairs and the IT team, establish HIPAA related policies and processes. -
Committee Member
2018 - Strategic Planning CommitteeParticipate in strategic planning meetings for the school of social work. -
Committee Chair
2022 - Search and Screen Committee - 2 Bloomington Visiting Field CoordinatorsChaired the Search and Screen Committee for the Bloomington Campus Field Coordinators- one for BSW and one for MSW. -
Committee Member
2023 - Curriculum Revision Workgroup -
Committee Member
2023 - Search and Screen Committee for Lafayette Program Director and Field Coordinator -
Committee Chair
2023 - Search and Screen Committee for Assistant Director of Field Education
Memberships
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Association of Baccalaureate Social Work Program Directors
2015 to Present -
Council on Social Work Education
2015 to Present
Professional Services
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Committee Member
2021 to Present - VA Northern Indiana Affiliation Partnership CouncilPurpose of Affiliation Partnership Council (APC)
•The provision for an Affiliation Partnership Council is stipulated in 38 U.S.C. 7313 and is mandated by the Veterans Health Administration.
•The APC is the official forum for affiliated academic leaders to meet and work with local VA leadership.
•The intent is for the APC to act as the strategic planning, oversight and coordinating bodies for local affiliations.
•The APC provides a forum for affiliation partners to work with VA leadership in attaining VA’s patient care and educational missions and to have dialog on patient care, education, training and research. -
Committee Member
2017 to 2023 - Council on Field EducationThe Council on Field Education advances the role of field education as the signature pedagogy in social work education by promoting, collaborating with, recommending, and distributing information to social work field educators and related membership organizations. The council actively participates in discussions regarding the Educational Policy and Accreditation Standards to ensure and strengthen the integration of theory and practice.
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Attendee, Meeting
2014 to Present - North Central Regional Field ConsortiumParticipate in the regional consortium of Field Directors. Actively contribute and share ideas during the bi-annual meetings. Support peer Field Directors from across Indiana, Michigan, Ohio, Western Pennsylvania, Western New York and Northern West Virginia.
Public Services
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Committee Member
2020 to Present - Commission on Improving the Status of Children in IndianaParticipate in the Workforce Committee of the Mental Health Taskforce. Identify ways to enhance the Workforce that is serving the mental health of children in Indiana. Implement plans to remove barriers that prevent individuals from joining the workforce as well as strengthen the workforce.
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Committee Member
2019 to Present - Indiana University Health PhysiciansWork with IU Health Physicians to develop and implement a medical social work program. Ensure its integration within the interprofessional and behavioral health team.
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Board Member
2013 to 2019 - Indiana Youth Services AssociationVice-Chair for Board of Directors, served on Executive Committee and Board Development Committee
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