9 Retirement and Reinvention 251foster care and adoption and a mental health clinic as a liaison/advocate for families as
they navigated the public school system to meet the needs of their children. This led to
working as a school social worker, first in New York, and then in Pennsylvania. The
work involved interacting individually and in groups with students, parents, faculty,
and administration. In addition to working on behalf of students with learning, emo-
tional, and behavioral needs, she was part of a small team that started an emotionally
supportive alternative program for regular education students. School-Based Teams
referred students who were at risk and might not reach their potential without addi-
tional support, due to transitional life circumstances. When she retired after 28 years
in her school district, the alternative program was in its 19th year and going strong.
Retirement has opened new doors; providing opportunities to use her skill set in new
and unexpected ways. She is an executive board member of the A Better Chance pro-
gram, a residential program for academically talented, economically disadvantaged,
minority youth. She is also involved with activities and committees for The Transition
Network for Women, an organization for women 50 and forward who are navigating
their next steps. In addition, she enjoys her children and grandchildren, travels, and
does yoga to keep it all in balance.
As a social worker with a lengthy career, I gave a lot of thought to when and how
to “do” retirement. All the messages I had incorporated into my unconscious
sense of how one successfully functions in life were considered. I martialed them
all, set to handle this life transition with competence. Plan ahead. Be prepared.
Stay calm and carry on.... One year postretirement this is my reflection.
The first question was when. Twenty-eight years earlier, I was hired by
someone in my school district with creativity and insight. He saw how social
workers in a school setting could have an impact by playing a central role
for those students whose psycho-social issues impacted their ability to suc-
cessfully function academically. As the years passed and the administration
changed, it was clear that some people were not comfortable with the broad
reaching aspects the role had developed. It became more difficult to get people
to think outside the box and the strain of trying to do the right thing became
more intense. But, it was hard to imagine not doing what I knew I did well.
I took a half year sabbatical to “plan ahead.” Without the structure of work,
I pushed myself out of my comfort zone. I traveled and tutored in a foreign coun-
try, I joined the board of a small nonprofit, I was familiar with through my work
in the schools, I took a class, and I joined a new group for women beginning the
transition into the next phase of life. The months flew by with lots of new experi-
ences but with the knowledge I was returning to the known world of work.
When I returned, it was quickly clear that the atmosphere had become more
toxic and the stress I had left several months earlier intensified. Key supporters
had been reassigned or retired and I no longer felt the respect and response I still
got from students and their families. I developed a 2 to 3 year plan toward retire-
ment so that I could see the light at the end of the tunnel. I had to consider pen-
sion and health insurance issues that impacted both my spouse and me. During
that time I kept active with my postretirement activities. I was juggling the full-
time job and increasing responsibilities in the two organizations I felt would be
a central focus in my retirement. The combination sapped energy emotionally,
mentally, and physically. “Being prepared” was taking its toll as I staggered to