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2017-2018 Assessment AcademyContains 8 Component(s)
A year-long program of online and in-person workshops and presentations on assessment in social work education
The 2017-2018 CSWE Assessment Academy is tailored for social work programs interested in developing an ongoing commitment to assessing and improving student learning. Participants are presented with new ideas and techniques for influencing an assessment culture, increasing capacity to assess student learning, and using assessment data to improve student learning.
The Academy features recorded presentations from the 2017 CSWE Annual Program Meeting, including:
- Understanding Competency Assessment
- Development and Use of Rubrics
- Assessment of Competencies in Field Education
- Assessment of Implicit Curriculum
Additional webinars featuring assessment approaches and tools used by different social work programs will be presented in Spring 2018.
Participants will learn:
- Innovative approaches to assessing and improving student learning with assessment data
- Tools for assessing social work competence and the implicit curriculum
- Competency assessment with the 2015 EPAS
Who should participate? Faculty and staff that have responsibility for assessment activities for their social work program
Disclaimer: The workshops presented in the Assessment Academy are not mandated by the CSWE Commission on Accreditation, and programs are not required to use them for the purposes of accreditation. These workshops are offered only as resources for programs in developing their program and classroom assessment activities. For accreditation, programs should refer to the 2015 EPAS Reaffirmation Training.
Allison Zippay, PhD
Director of Doctoral Program/Professor, Rutgers, The State University of New Jersey, School of Social Work
Dr. Zippay's research areas encompass community planning and community practice, and the ways in which place and social connections affect life prospects, including economic opportunity and social service utilization, for various subgroups of the poor. Dr. Zippay received funding from the National Institute of Mental Health to examine the ways in which communities and service agencies plan and locate psychiatric housing. This research identified 'geographies of opportunity' that promote social and community inclusion, and factors associated with community opposition to special needs housing. Other research examines resource mobilization and employment among low-income groups. Dr. Zippay has served as Associate Dean for Curriculum, and was a participant in the Management Development Program at the Harvard University Institute for Higher Education. She teaches graduate courses in the areas of policy and management. She is a recipient of the Rutgers University Susman Award for Excellence in Teaching.
Marion Bogo, MSW
Professor and Sandra Rothman Chair in Social Work, Faculty of Social Work, University of Toronto
Marion Bogo teaches direct clinical social work practice and the theory and practice of social work education. Her research interests focus primarily on competency for professional practice including social work education and clinical social work supervision. In her research she has developed and tested field education models and innovative approaches to assessment of student and practitioner competence.
Christina Bruhn, PhD, LCSWE
Assistant Professor, Aurora University School of Social Work
Dr. Bruhn is an Associate Professor at the Aurora University School of Social Work and Co-Director of Assessment for Aurora University. Aurora University is a private university offering 65 undergraduate and majors and minors and 16 graduate majors. Dr. Bruhn manages assessment of curricular outcomes for these programs as well as co-curricular outcomes on three physical campuses and online. Dr. Bruhn oversees the School of Social Work’s assessment for both program accreditation (CSWE) and regional university accreditation (HLC). Dr. Bruhn is also P.I. for evaluation of 22 after-school programs in the City of Aurora. Dr. Bruhn worked previously as a Research Specialist for the Children and Family Research Center and has over 15 years of program evaluation experience. Dr. Bruhn is an Accreditation Site Visitor for CSWE and serves on the Educational Policy Commission.
Megan Fujita, MSW
Associate Director of Accreditation, CSWE
Megan Fujita is the Associate Director of Accreditation for the Council on Social Work Education. Megan has experience as a social work clinician, and worked as a curriculum coordinator, organizing reaffirmation and assessment efforts at a school of social work prior to joining CSWE in 2014. She is currently earning her Ph.D. in Education Policy where she studies higher education accountability policies.
Beverly Black, PhD
Michelle Jillian Smith Professor in Family Violence Research, University of Texas at Arlington
Dr. Black's areas of expertise are domestic violence, sexual assault, adolescent dating violence, and prevention programming. She publishes extensively in the area of violence against women and mentors doctoral students interested in intimate parent violence. Her current research focuses on effective parental responses to teens’ disclosures of abusive relationships and the evaluation of a teen dating violence prevention program for Karen refugee youth. She is the 2013 recipient of the Distinguished Recent Contributions in Social Work Education Award from CSWE. She has long been active in CSWE, including the serving on the Women’s Council and co-chair for the Violence Against Women and Children Track. She currently serves on CSWE’s Commission of Accreditation.
Julie Guevara, PhD, LMSW
Professor Assessment and Accreditation Officer, Grand Valley State University School of Social Work
served as an Associate Vice President for Academic Affairs from 2005-2015 at Grand Valley State University in Allendale, MI. Dr. Guevara was responsible for the University’s strategic planning, program assessment, student outcomes and benchmarking activities as well as overseeing university and specialized discipline specific re-accreditation processes. She led GVSU through its regional re-accreditation with the Higher Learning Commission where GVSU received the maximum 10 year re-accreditation with no required follow-up. She also served as the primary author of GSVU’s Self-study. Dr. Guevara has led GVSU through its strategic planning efforts in 2010 and 2015. She helped design and implement data management systems to streamline collection and analysis of assessment and strategic planning data. She has presented numerous assessment and strategic planning workshops at national conferences and serves as a peer site visitor for the Higher Learning Commission and the Council on Social Work Education. After 10 years in Central Administration Dr. Guevara returned to the Social Work faculty where she had served as the BSW program director, interim Director of the School of Social Work and full professor. She currently teaches in both graduate and undergraduate social work programs.
Antoinette Farmer, PhD
Professor and Associate Dean for Academic Affairs, Rutgers, The State University of New Jersey, School of Social Work
Dr. Farmer's research focuses on two areas: (1) social work education, more specifically educating social workers about appropriate research methodologies to use when conducting research with diverse groups and assessment of the explicit and implicit curriculum and (2) parenting behaviors and outcomes. Her research has been published in Social Work, Journal of Social Service Research, and Children and Youth Services Review. She co-edited a special issue of the Journal of Social Service Research, which was devoted to informing researchers of the methodological issues confronting them when conducting research with minority and oppressed populations. She has also written several chapters on this issue as well, with the most recent appearing in the Handbook of Social Work Research Methods (2nd Edition). Additionally, she co-authored a book entitled, “Research with Diverse Groups: Research Design and Multivariate Latent Modeling for Equivalence”. She is on the editorial board for the Journal of Religion and Spirituality in Social Work: Social Thought and has presented at numerous national and international conferences. She is currently writing a book entitled, “Social Work Research Methods: A Problem-Based Approach”. In 2015, she and her colleagues Drs. N. Andrew Peterson and Allison Zippay received the CSWE Best Quantitative Article Award for the article entitled, “The implicit curriculum in an urban university setting: Pathways to students’ empowerment”. Journal of Social Work Education, 50, 630-647.
Women, Risky Drinking and Alcohol-exposed Pregnancies : A Framework for Field InstructorsContains 12 Component(s), 1.25 credits offered
A free CE course on preventing alcohol-exposed pregnancies specifically designed as a framework for field instructors
High-risk drinking among US women has increased significantly over the past decade and is linked to serious adverse health and reproductive outcomes. This self-paced course describes current patterns of alcohol use among women; risk factors for alcohol-exposed pregnancy; fetal alcohol spectrum disorders (FASD); and what social workers can do to support/deliver alcohol screening and brief intervention and other preventive services in social work clinical practice. Case study and clinical practices that support social work field instruction and supervision are also discussed.
CSWE is pleased to partner with the University of Texas at Austin to offer free continuing education credit (CE) for this course. Funding was provided by Centers for Disease Control and Prevention, cooperative agreements NU84-DD00147 (University of Texas at Austin) and NU01-DD001131 (Baylor College of Medicine). Participants must review the "CE Instructions" prior to participating in the course.
Participants will learn to:
•Describe prevalence and patterns of high-risk drinking among women of reproductive age
•Identify who is at risk of an alcohol-exposed pregnancy (AEP) and 3 prevention practices
•Describe Fetal Alcohol Spectrum Disorders (FASD) as an outcome of prenatal alcohol exposure
•Identify topics/activities for field instruction around risky alcohol use, stigma, and difficult conversations about risky behaviors
Who should participate?
This course is appropriate for anyone with an interest in women's substance/alcohol use, evidence-based interventions, and FASD. Relevant social work competencies and a case study are provided to support field instruction of students.
Participants may earn 1.25 continuing education clock hours after completing the training. The course is appropriate for generalist or clinical social work practice and the degree of difficulty is intermediate. To earn a CE certificate, participants must:
- Review all the course material, including 3 required readings and 5 brief webinar presentations (total training time is approximately 1-1 1/2 hours)
- Correctly answer a minimum of 80% of the assessment questions
- Complete the electronic evaluation form
- Verify their identity through an online acknowledgement form
After meeting these minimum requirements, participants can select a CE certificate to print that will list the participant name, course name, number of CEs, and the date of completion.
CSWE (ACE Approval #1163) is approved as a provider for social work continuing education by the Association of Social Work Boards (ASWB) www.aswb.org through the Approved Continuing Education (ACE) Program. CSWE maintains responsibility for the program. ASWB Approval Period: 1/23/2018-1/23/2021. Social workers should contact their regulatory board to determine course approval for continuing education credits.
All content for this course is asynchronous, so participants can complete the course on their own time and at their own pace. There is no scheduled access/interaction with course speakers. If you would like to communicate with a speaker or CSWE staff about this course, please e-mail firstname.lastname@example.org. CSWE operates regular business hours (9:00 am-5:00 pm) Monday-Friday.
Accommodations for a Disability
If you require accommodations to complete this course due to a disability, please e-mail email@example.com and provide a written explanation of the type of accommodation you require.
Procedures for Complaints and Grievances
Please follow the below outlined procedures to issue a complaint or grievance regarding any matter related to CSWE's continuing education program:
- Complaints or grievances must be submitted in writing to CSWE via mail at 1701 Duke Street, Suite 200, Alexandria, VA 22314 OR via e-mail to firstname.lastname@example.org.
- Complaints will be reviewed by the CE Program Manager and responded to in writing within 30 days of receipt of the written complaint.
- Individuals issuing a complaint/grievance may request to have a phone hearing with the CE Program Manager in the event that they disagree with CSWE's written response.
A record of all written complaints/grievances and CSWE's written responses are retained and reported to the Association of Social Work Board's Approved Continuing Education Program.
Sandra Gonzalez, PhD, MSSW, LCSW
Instructor, Department of Family and Community Medicine, Baylor College of Medicine
Dr. Gonzalez is an Instructor and Licensed Clinical Social Worker in the Department of Family and Community Medicine at Baylor College of Medicine in Houston, TX. Dr. Gonzalez received her MSSW from The University of Tennessee, Knoxville, and her PhD from The University of Texas at Austin. She has previously served as Coordinator of Field Services for the MSSW program at The University of Tennessee, Knoxville (Nashville campus). Dr. Gonzalez has 16 years of experience in clinical and academic settings with roles as a practicing clinician, researcher, and educator. She is currently a Co-Investigator on the CDC-funded FASD Practice and Implementation Center – South (FASD PIC – S) project, serving as content expert for social work and implementation of alcohol Screening and Brief Intervention (SBI). Her major interests include integrated behavioral health, prevention of alcohol-exposed pregnancy (AEP), brief interventions, and residency and medical student training. She has presented on the topics of FASDs, prevention of AEP, and implementation of alcohol SBI at national and international conferences. Dr. Gonzalez is also a past President of the Tennessee Chapter of NASW.
Leah Davies, LMSW
Associate Director of Strategic Health Alliance, Texas Center for Disability Studies
Leah Davies, LMSW is the Associate Director of Strategic Health Alliance within The Texas Center for Disability Studies and a proud social worker. Ms. Davies has worked in a variety of human service systems and organizations in her career and is an active community volunteer and advocate. Her interests include: collective impact, social determinants of health, developmental disabilities, and in particular, Fetal Alcohol Spectrum Disorders. Ms. Davies contributed to the US Department of Health and Human Services, SAMHSA publication, Treatment Improvement Protocol 58: Addressing Fetal Alcohol Spectrum Disorders. Leah also co-authored a 2017 publication in the Journal of Pediatric Health Care, Fetal Alcohol Spectrum Disorders: What Pediatric Providers Need to Know along with Angela Nash, Ph.D., RN. PCNP. Ms. Davies has extensive experience in creating and delivering presentations, building cross systems collaboration, working with emerging social work professionals, and analyzing policy.
2015 EPAS Site Visitor TrainingContains 7 Component(s)
This training is designed to provide potential site visitors access to on-demand training materials. Training through the CSWE Learning Academy consists of five web-based modules followed by a nine-question evaluation.
The Department of Social Work Accreditation is pleased to offer 2015 EPAS Site Visitor Training through the Council on Social Work Education (CSWE) Learning Academy. The online training consists of on-demand modules followed by a proficiency assessment.
Role of the Site Visitor
Site visitors operate under the authority of the Commission on Accreditation (COA). As part of the reaffirmation process, site visitors visit social work programs and act as information gatherers. Programs have the opportunity to provide the visitors with information that clarifies, corrects, or supplements information about which the COA has questions related to Educational Policy and Accreditation Standards (EPAS). For information on site visitor qualifications, please click here.
New Site Visitors
-New site visitors will be required to complete the five web-based modules with a 9-question proficiency assessment.
- After completion of the Learning Academy modules, the site visit coordinator will contact the new site visitor with next steps for training.
The five online modules are immediately available upon registration. The online training takes approximately 75 minutes to complete and consists of the following modules, followed by a 9-question proficiency assessment:
- So You Want to Be a Site Visitor (6 minutes)
- Overview of the Reaffirmation Process (14 minutes)
- Overview of the 2015 EPAS (22 minutes)
- Understanding the 2015 EPAS Social Work Competencies (14 minutes)
- Conducting a Site Visit (19 minutes)
To request additional information or if you have questions regarding 2015 Site Visitor training, please e-mail email@example.com.
An administrative fee of $10.00 is being charged for this training to cover costs related to online delivery and maintenance of the training.
How do I log into the CSWE Learning Academy?
In order to register for the 2015 EPAS Site Visitor training package, you must be a CSWE member. If you are a current member, you may login and register using your e-mail address and member ID. If you aren't a current member or you need assistance locating your member ID, please e-mail firstname.lastname@example.org. Please allow 48 business hours for your account to be processed. If you a current member and problems are encountered or if you have trouble logging in please e-mail email@example.com for assistance.
Managing a Field Education Program: A Training for New Field DirectorsContains 12 Component(s)
A practical training on the key responsibilities of a new field director
Field education is the signature social work pedagogy, and field directors play a critical role in ensuring that social work students develop the competencies to be successful practitioners. At the same time, field directors face complex and often competing demands that can be difficult to navigate without support.
This training addresses all of the main responsibilities of a new field director, including gatekeeping, working with field sites, working with students and field instructors, and integrating field and classroom curriculum. All content is available on-demand and can be completed at your convenience. Participants can also network with one another through a discussion forum and quarterly live webinars.
After participating in this training, new field directors will be able to:
- Develop inclusive policies and procedures for the various aspects of their field program (recruiting field sites and instructors, placing students, evaluation) that incorporate the 2015 EPAS standards
- Identify strategies for integrating field education and other learning opportunities such as coursework
- Identify administrative processes that are commonly a responsibility of a field director or field department
Who should participate? Field directors with less than two years of experience
Total training time: 4-6 hours
Estella Williamson, LCSW-R
Assistant Dean and Director of Field Education, University of Albany SUNY
Estella Williamson serves the School of Social Welfare as assistant dean and director of the Field Education Program. Williamson assists students in learning to develop, apply and integrate learned theoretical skills in social work practice settings. A licensed clinical social worker, Williamson's past experience in social work leadership involved managing programs in child welfare, outpatient mental health and addictions, prenatal services and HIV clinical and preventive care. Her management of clinical programming included the development and implementation of services; program monitoring and evaluation; and the procurement and management of State and Federal grants. She has served as a field instructor, adjunct instructor and speaker on social work practice and theory.
Elizabeth (Betsy) Voshel, LMSW
Associate Clinical Professor of Social Work and Director of Field Instruction, University of Michigan
Elizabeth (Betsy) Harbeck Voshel, LMSW, ACSW earned her MSW in social work from Western Michigan University in 1978, her BA in Sociology/Psychology in 1973 from Alma College and received a Post-Master’s teaching certificate from the University of Pennsylvania in 2003. She joined the School of Social Work at the University of Michigan as a clinical assistant professor in 2004 and was promoted to clinical associate professor in 2009. Previously, she was the Coordinator of the Field Education Program at the School of Social Work at Western Michigan University, and she was employed as a social worker at the U.S. Department of Veterans Affairs prior to that for 22 years where she won a national award for the development of an intensive case management program. She has been involved in NASW at the state and national levels since 1978 and was named Region II Social Worker of the Year in 2003. She served on the MI Chapter Ethics Committee of NASW for 24 years, and also on the NASW MI Chapter Board of Directors. Betsy created and developed a student peer facilitator teaching model for the U-M School's Foundation Field Seminar, and co-led the development and teaching effort in the School's e-Portfolio seminar. She has presented nationally and internationally focusing on developing signature field instruction curriculum, portfolio development, safety training for social workers, and countless workshops on social work ethics. She’s written several proposals that have been funded, and is the co-author of a Social Work textbook and several articles.
Traci Lilley, MSW, LCSW
Associate Director & Director of Field Education, Louisiana State University
Traci Lilley received her BSW in 1990 from Louisiana College in Pineville, LA and her MSW in 1995 from Louisiana State University. She began her career at LSU in 1996 as Assistant Director of Field Education. She was promoted to Director of Field Education in 2002, and has served as Assistant Dean of Field Education from 2005-2012. Her role changed to Associate Director of the School and Director of Field Internships in August 2012 when the School became a part of the College of Human Services and Education. Ms. Lilley has been recognized by students, colleagues and community partners through the years as Louisiana Social Worker of the Year, LSU Outstanding Staff Award and Outstanding Teacher of the Year. Ms. Lilley is a frequent guest lecturer locally and nationally on a wide range of social work topics with special focus on ethics, gatekeeping and social work retention. Prior to her tenure at LSU, Ms. Lilley worked in the area of mental health and family services. Her continued areas of practice are mental health issues, family issues, parenting education, and advanced social work supervision.
Darrin E. Wright, PhD, LMSW, MAC
Assistant Professor and Director of Field Education, Clark Atlanta University
Dr. Wright is an Assistant Professor and Director of Field Education, at Clark Atlanta University- Whitney M. Young, Jr., School of Social Work. Dr. Wright has served in his current position as Director of Field Education for the past 10 years. He is responsible for coordinating all aspects of Field Instruction including planning, coordination of agency/student placements, evaluation of the field agencies, and recruiting and training agency field instructors. Dr. Wright has over a decade of community-based social work practice in the area of community-based mental health and addictions practice with individuals, families and groups. He holds a B.A. in Forensic Psychology from John Jay College of Criminal Justice, Manhattan, NY, and Master’s in Social Work from Columbia University, Manhattan, N.Y., and a PhD in Social Work Policy, Planning and Administration from Clark Atlanta University, Atlanta, GA. Dr. Wright’s area of expertise and interest are: community based integrated behavioral healthcare practice, field practicum development and pedagogy, international social work practice, and workforce development initiatives for individuals with varying disabilities.
Anwar Najor-Durack, PhD, MSW
Assistant Professor, Clinical and Director of Field Education
Dr. Najor-Durack has worked closely with various faculty in the School of Social Work to develop programs to better prepare social work students for professional practice. She served as the principle investigator of the Hartford Partnership Program for Aging Education grant that helps to prepare M.S.W. students for work with older adults.In addition to her work in the School, Dr. Najor-Durack is the current Chair of the Michigan Board of Social Work. In her work with the Board, she reviews allegations to determine need for investigations and has served as conferee on substantiated cases. As a former member of the Boards Disciplinary Sub-Committee, she has deliberated and voted on many cases for final disposition. Dr. Najor-Durack oversees the placement of all B.S.W. and M.S.W. students at the School. In addition to working with students to arrange and oversee field placements, she works closely with agency partners to cultivate strong relationships/affiliations that advance student preparation for professional practice.
Cindy Hunter, MSW
Associate Professor and Director of Field Placement
Cindy Hunter, MSW, is Director of Field Placement at James Madison University. She is a member of CSWE’s Council on Field Education and the Baccalaureate Program Director’s Field Committee. She currently chairs the Mid-Atlantic field consortium and is co-author with Julia Moen and Miriam Raskin of Social Work Field Directors: Foundations for Excellence (2016), Oxford University Press.
CSWE would like to thank the CSWE Council on Field Education, the Baccalaureate Program Directors (BPD) Field Education Committee, the North American Network of Field Educators and Directors (NANFED), and our speakers for their contributions to this training, particularly:
Janet Bradley, Director, Field Education Content Chair, West Chester University Department of Social Work
Rebecca Brigham, Assistant Dean of Field Education and Clinical Associate Professor, University of North Carolina at Chapel Hill School of Social Work
Ann Petrila, Professor of the Practice of Social Work and Assistant Dean for Field Education, University of Denver Graduate School of Social Work
Riva Zeff, Field Director and Clinical Professor, Seattle University, Department of Anthropology, Sociology, and Social Work
Cyndy Hunter, Associate Professor and Director of Field Placement, James Madison University Department of Social Work
Traci Lilley, Associate Director and Director of Field Education, Louisiana State University School of Social Work
Anwar Najor-Durack, Assistant Professor, Clinical and Director of Field Education, Wayne State University School of Social Work
Elizabeth Voshel, Director of Field Instruction and Clinical Associate Professor, University of Michigan School of Social Work
Estella Williamson, Assistant Dean and Director of Field Education, University at Albany SUNY School of Social Welfare
Darrin Wright, Assistant Professor and Director of Field Education and Practicum Activities, Clark Atlanta University School of Social Work
Introducing Economic Well-Being Resources in Social Work CurriculaContains 2 Component(s)
A webinar and corresponding curricular resources on how to help students address economic well-being
In today’s classroom, students have questions about ways to understand and address growing income and wealth inequality, poverty, financial management challenges, and economic justice. Educators find themselves in need of effective tools to teach this content within a wide variety of courses.
CSWE and the Center for Social Development, Washington University in St. Louis, have partnered to help educators prepare students to address economic well-being. The 2015 Educational Policy and Accreditation Standards (EPAS) requires that programs address economic justice, an essential element of economic well-being. Economic well-being knowledge and skills are essential to all fields of practice, and social workers are encouraged to effectively apply these principles and skills at the individual, family, community, and policy level. The forthcoming Curricular Guide for Economic Well-Being Practice, part of CSWE’s 2015 EPAS Curricular Guide Resource Series, offers a framework for understanding economic well-being, as well as a compilation of resources educators can use to introduce and integrate this important topic into social work curricula at the generalist or specialist level. This interactive webinar will provide an overview of economic well-being, explain its connection with the 2015 EPAS and the Grand Challenges for Social Work, demonstrate how to use the guide, and discuss strategies for teaching and integration.
The webinar and forthcoming curricular guide are made possible through the generous support of the New York Community Trust.
In this webinar, participants will:
- Learn about new economic well-being resources that connect the 2015 EPAS and two of the Grand Challenges for Social Work with curriculum.
- Understand ways to educate students about and address issues related to economic well-being.
Who should participate?
Social work educators at all levels who are teaching policy, research, practice, HBSE, and field; social work program administrators
Julie Birkenmaier, PhD, LCSW
Professor of Social Work, Saint Louis University
Dr. Birkenmaier's research focuses on financial capability, financial access, credit, and community development. Her recent publications include Financial Capability and Asset-Building in Vulnerable Households with Drs. Margaret Sherraden and J. Michael Collins (in press, Oxford University Press), and Financial Capability and Asset Development: Research, Education, Policy, and Practice with Drs. Margaret Sherraden and Jami Curley, Eds. (Oxford University Press, 2013). She holds a PhD in Political Science from the University of Missouri-St. Louis, and an MSW and BA from Saint Louis University.
Christine Callahan, PhD, LCSW-C
Research Assistant Professor, University of Maryland School of Social Work
Dr. Christine Callahan is Research Assistant Professor with the Financial Social Work Initiative (FSWI) at the University of Maryland School of Social Work. She joined the FSWI in July 2012 and conducts research to grow the FSWI as a national leader in financial capability. Dr. Callahan received her MSW from Virginia Commonwealth University in 1993 and her PhD in social work from the Catholic University of America in 2012. She worked as a clinician for 20 years at the NIH Clinical Center in Bethesda, MD. Much of her work involved financial distress and financial burden with people who were in medical and psychosocial crisis. The topic of her dissertation was financial quality of life in a cross-section of cancer patients from two hospitals in the Washington, DC metropolitan region, and it was funded by a doctoral training grant in oncology social work from the American Cancer Society. Since 1999, Dr. Callahan has presented regularly at national conferences, including AOSW, SSWR, CSWE, and SWHPCN General Assembly, and has written steadily on psychosocial issues related to cancer and social work practice and financial capability, including in The Journal of Social Work Education, Social Work in Health Care, and The Journal of Psychosocial Oncology.
Jessica Holmes (Moderator)
Director, CSWE Department of Educational Initiatives and Research
Ms. Holmes has more than ten years of experience in curriculum development, research and evaluation, developing training and workshops, and grants management. She has worked on projects across a number of social work specialties and topic areas, including integrated care, responsible conduct of research, prevention of substance use disorders, mental health services, and military social work. Ms. Holmes received her MSW from the University of Georgia and BA in Sociology from Covenant College.
Project Consultant, CSWE
Erin joined CSWE in 2010 and served as associate director for the Department of Educational Initiatives and Research from 2014 – 2016. While at CSWE, she worked on a variety of curriculum development partnership projects on mental health recovery, adolescent substance use, and economic well-being. Ms. Bascug received a master’s degree in human development and family studies from the University of Delaware and BA in psychology from Drew University. She will begin a master’s program in social work this fall.
How should social work education respond to the changing political landscape?Contains 2 Component(s)
A webinar on the changing political climate's impact on social work education
As the new presidential administration takes office, many social workers question the extent to which it will reflect the profession's values of equality and social and economic justice. Students, too, may be wondering how the administration's policies will impact their work with clients and communities, in particular the implications for marginalized groups. What are some ways to help students make sense of the emerging, often confusing, political era in the classroom?
The CSWE Center for Diversity and Social & Economic Justice explored this question in a live webinar panel on March 21, 2017. The Center provided curated resources to further these discussions in the classroom.
In this webinar, participants will learn ways to help students feel empowered in order to apply their skills to intervene on behalf of and with their clients in the face of the current political uncertainty by:
- helping to create a vision of a just society
- providing information that will help to analyze the current political environment, and
- critically considering how to frame issues for social change.
Who should participate?
Social work faculty, administrators, field educators, and students with an interest in helping students navigate the changing political landscape in their work with clients and communities
Clara Pope Willoughby Centennial Professor in Child Welfare The University of Texas at Austin School of Social Work Director, CSWE Center for Diversity and Social & Economic Justice
Dr. Yolanda C. Padilla is the inaugural director of the CSWE Center for Diversity and Social & Economic Justice, which focuses on developing innovative education. A graduate of the doctoral program in social work and sociology at the University of Michigan, she is an expert in social inequality and poverty. She has conducted population-level studies on social and health disparities with a focus on Latino populations, which have been reported in Social Work, Families in Society, Social Service Review, and Social Science Quarterly. Dr. Padilla is a research affiliate of the National Poverty Center located at the University of Michigan and is a network scholar of the Fragile Families and Child Wellbeing Study. Her teaching focuses on generalist social work, community practice, and interdisciplinary approaches to the study of social justice. Dr. Padilla is a fellow of the American Academy of Social Work and Social Welfare and is a member of the Grand Challenges Executive Committee. In 2015-2016, she served as Vice President and Conference Chair of the Society for Social Work and Research.
CSWE Government Relations Staff
Kaetlyn Cordingley utilizes her extensive knowledge of education policy at both the state and federal levels to advise and advocate on behalf of Lewis-Burke clients. Ms. Cordingley joined the firm after working on education issues on Capitol Hill in the offices of Montana's Senator Jon Tester and Senator John E. Walsh. She also brings a wealth of state education policy knowledge from her experience working for Montana's state education agency.
As a legislative assistant for Senator Walsh, she was responsible for advancing legislation included in the Higher Education Reauthorization draft. In this role she gained vast expertise on the critical issues of higher education quality, access, and affordability. In addition to her work on education policy, she also served as the senior advisor on women's and children's health, banking, housing, consumer protection, and business engagement.
Katie received her bachelor's degree from the University of Washington in Journalism and Political Communications. She holds a master's degree from Harvard University in Education Policy and Management.
John L. Jackson, Jr.
Dean of the School of Social Policy & Practice and Richard Perry University Professor, University of Pennsylvania
Dr. Jackson's research examines racial and class-based differences in contemporary urban environments, including a focus on how urbanites themselves theorize and deploy those differences in everyday interactions.
Dr. Jackson's scholarship uses ethnographic research methods to extend and expand Critical Race Theory as an analytical and explanatory framework for understanding contemporary social conflicts.
Dr. Jackson's work also critically explores how film and other non-traditional or multi-modal formats can be most effectively utilized in specifically scholarly research projects, and he is one of the founding members of CAMRA (www.camrapenn.org) and PIVPE, two Penn-based initiatives organized around creating visual and performative research projects—and producing rigorous criteria for assessing them.
Dr. Jackson's work also examines how contemporary urban religions are being mobilized to improve health literacy and health outcomes in poor and underserved communities around Philadelphia and all across the world.
Homelessness in Social Work EducationContains 7 Component(s)
An on-demand webinar series on homelessness and homeless service provisions
This on-demand webinar series was produced in partnership with the National Center for Excellence in Homelessness Services as part of the National Homelessness Social Work Initiative to promote homelessness content in social work curriculum. The series is intended to raise awareness of homelessness-related issues and topics among social work educators and to support the integration of homelessness content across the social work curriculum. Educators can use the series for their own professional development and also incorporate the entire series or individual modules throughout diverse courses for in-person, online, or blended instruction. Topics in the series include:
- Housing First
- Mental Health First Aid
- Continuum of Care
- Critical Time Intervention
- Trauma and Adversity
- Trauma-Informed Care
Participants will learn:
- How federal policy informs the delivery and design of homeless services.
- How a history of trauma and adversity impacts the lives and service needs of people experiencing homelessness.
- Successful, evidence-based strategies for addressing and preventing homelessness.
Who should participate: Social work educators and social work students at the BSW, MSW, and PhD level.
Professor, NYU Silver School of Social Work
Dr. Deborah Padgett has a doctoral degree in anthropology from the University of Wisconsin-Milwaukee and post-doctoral training in public health and psychiatric epidemiology at Columbia University and Duke University, respectively. She is nationally known for her advocacy and practice of qualitative and mixed methods in research. She is the editor of The Handbook of Ethnicity, Aging, and Mental Health (1995) and The Qualitative Research Experience (2004), author of Qualitative Methods in Social Work Research (2008, 2nd ed.) and Qualitative and Mixed Methods in Public Health (2012), and co-author of Program Evaluation (5th ed., 2009). Dr. Padgett has published extensively on mental health needs and service use of homeless mentally ill adults, older women, ethnic groups, and children/adolescents.
Assistant Professor, University of Southern California
Dr. Henwood is a licensed clinical social worker who has served as an administrator, clinician and researcher for organizations serving adults experiencing homelessness and serious health conditions, including mental illness, physical disease and addiction. He helped start and served as the clinical director for Pathways to Housing, Inc., a Housing First agency in Philadelphia, where he also served as the principal investigator of clinical research that sought to develop more effective models of integrating primary and behavioral health care. As an assistant professor, Henwood continues his ongoing research agenda on the complex service environment for individuals with serious mental illnesses who have experienced homelessness. He is currently involved in the evaluation of Los Angeles County's integrated physical and behavioral health care initiative, where his task is to develop a measure of integration that can be used across diverse organizational settings.
Executive Director, Ending Community Homelessness Coalition
Ann Howard is the first Executive Director of the Ending Community Homelessness Coalition in Austin, Travis County; she has held the position since October of 2011. After 1 year of Ann's leadership, the Texas Homeless Network named ECHO as the Outstanding Coalition in 2012. Since then, ECHO has partnered with CSH and Social Finance to negotiate Austin's first Pay for Success funding model to scale up Permanent Supportive Housing. ECHO has acquired 3 HUD HMIS grants and 3 COC Planning Grants, been included in a $3.5 million state grant and a $3M VA SSVF grant, and has increased the ECHO budget from $100,000 to over $1,700,000. ECHO participates with the CAN Indicator Dashboard Steering Committee, the PSH Finance Leadership Committee, Travis County Criminal Justice Planning Council, the Mayor's Task Force on the Innovation Zone, the Psychiatric Stakeholders Committee and the Housing Works Board of Directors as an advisory member. Ann was an active leader in the city-wide campaign to pass the recent $65M Affordable Housing Bonds and City resolutions to dedicate proceeds from a downtown Austin Density program to support housing first PSH and to set a new goal to build 400 units of PSH with at least 200 of them being housing first and to increase funding for health and human services.
Ann is an alumnus of the University of Texas, with a JD from the School of Law, and an MPA from the LBJ School of Public Affairs. Ann has been married to John Howard, her law school classmate for 27 years and together they have been active in Austin public schools, youth sports, scouts, The University of Texas and Baylor University and the Lutheran Church. These activities assist Ann in her work to build collaboration and partnerships.
Practice Manager of Psychiatric and Counseling Services, Austin Travis County Integral Care
David West serves as the Practice Manager for Austin Travis County Integral Care's (ATCIC) E. 2nd Street, Integrated Behavioral Health Clinic. David supervises an integrated behavioral health team of nearly sixty employees, who serve over 2,300 consumers. David's prior experience includes having been the Program Manager for the ATCIC's Assertive Community Treatment (ACT) Team, and having worked as an ACT Specialist while pursuing his LCSW. David has also worked extensively as an LCDC in a variety of capacities, including direct service provision, program management and outreach. David has previously completed extended internships at the Austin State Hospital as well as the Guardianship Program though the Travis County Probate Court.
Laura Gold, LCSW-S
Prevention Services Program Manager – Disaster Preparedness & Response, Mental Health First Aid (MHFA), & Suicide Prevention, Austin Travis County Integral Care
Laura came to Integral Care in 2014 and currently oversees Mental Health First Aid (MHFA), Suicide Prevention, and Disaster Preparedness & Response for ATCIC. She is a certified Youth and Adult MHFA Instructor, as well as a certified Instructor in Applied Suicide Intervention Skills Training (ASIST) and ASK About Suicide. She is also certified in Incident Command Systems (ICS) and provides training to First Responders on Disaster Psychology. Laura co-leads the Austin Central Texas Suicide Prevention Coalition and is also spearheading the Zero Suicide in Texas (ZEST) Initiative at ATCIC. Laura currently oversees the Department of State Health Services (DSHS) Youth MHFA State Grant, the SAMHSA “Now is the Time" Project AWARE-Community (NITT-AWARE-C) Grant, and the Allergan Foundation's Community grant in support of MHFA for Community Partners and First Responders. Laura works with over 30 Youth and Adult MHFA Instructors in Travis County and oversees the training of Youth and Adult MHFA to individuals in school districts, social service agencies, public libraries, and community colleges. Laura recently co-authored an article for ATPE (Association of Texas Professional Educators) on “How to Spot a Mental Health Crisis."
Professor, Silberman School of Social Work at Hunter College
Trained in both social work and epidemiology, Dr. Herman has led Critical Time Intervention (CTI) research and dissemination efforts over the past fifteen years. Working with a variety of collaborators, he is involved with developing and testing adaptations of CTI for various populations and service transitions, most recently focusing on improving access to treatment for persons with first episode psychosis. He has partnered with local and state government agencies and managed care organizations on implementing CTI to improve continuity of care for high-risk groups.
Associate Professor, University at Albany SUNY
Heather Larkin, Ph.D. is an Associate Professor at the University at Albany and co-Director of theNational Center for Excellence in Homeless Services. She also volunteers as a consultant on research and education for the Center for Post-Trauma Wellness. The National Center for Excellence in Homeless Services emphasizes partnerships among schools of social work; leadership development within and across agencies serving those experiencing homelessness; guidance regarding innovative funding opportunities, especially those made possible by Medicaid and the Affordable Care Act; and integration of evidence-based and emerging practices. The Center is informed by ACE research and applies the Restorative Integral Support (RIS) model. Currently, the National Homelessness Social Work Initiative seeks to create leadership paths for students entering the homelessness field and support current homeless service leaders through innovations exchanges and curricular developments.
Research and Project Lead, National Center for Excellence in Homeless Services
Amanda Aykanian a is a doctoral candidate at the University at Albany's School of Social Welfare and serves as the Research and Project Lead at the National Center for Excellence in Homeless Services. She has worked for several years in program evaluation and research, with a specific focus on homeless services and programming. Amanda has experience in quantitative and qualitative research methodologies, data analysis, leading trainings, and teaching. Her research interests include the migration and mobility of people experiencing homelessness; homelessness prevention strategies; and program and policy evaluation.
Spirituality in Social Work Practice and Mental Health RecoveryContains 2 Component(s)
This webinar explores the role role of spirituality/religion in mental health recovery.
Policy makers, researchers, practitioners, and recipients of mental health services are advocating more and more for a recovery-oriented mental health system. Proponents of the recovery paradigm posit that people with mental illnesses have the potential to build quality lives regardless of the severity of their symptoms. The recovery paradigm emphasizes self-direction and self-responsibility, and recovery-oriented practitioners strive to assist clients in identifying their strengths and potential resources to support them. In recent years, spirituality and religion have received more attention as potential resources that support a variety of recovery-related goals.
Empirical studies have linked a positive sense of spirituality and religious participation to mental health-promoting behaviors, such as finding meaning in difficult life experiences. Spiritual and religious engagement can also promote a sense of hope and self-esteem, decrease risk behaviors, provide social support, and reduce anxiety, depression, and substance use. At the same time, mental health service users can experience fear, excessive guilt, doubts, or a lack of acceptance from one's spiritual community as a result of their religious or spiritual engagement. However, recent research suggests that people with mental illness frequently utilize positive spiritual coping to enhance recovery, while many who experience spiritual struggles are able effectively work through and learn from such challenges. This webinar offers insights for social work and related practitioners interested in integrating spirituality and religion as part of recovery-oriented mental health practice.
In this live webinar, participants will learn:
Who should participate?
- the role of spirituality and religion in mental health recovery
- the various types of spiritual benefits and struggles experienced by mental health service users
- the spiritual developmental process that mental service users engage in as they strive for recovery
- strategies and principles for effectively assessing and addressing spirituality and religion in mental health practice
Mental health educators and practitioners who are interested in incorporating spirituality and religion as part of recovery-oriented practice
This webinar is sponsored by CSWE in partnership with the University of Kansas School of Social Welfare and the Indiana University School of Social Work.
Assistant Professor, Indiana University School of Social Work
Dr. Starnino's scholarship focuses on the role of spirituality in the recovery process for people experiencing mental health-related issues, with specific foci on severe mental illness and trauma. He has experience conducting research on innovative and holistic mental health practice approaches and is currently the lead investigator for a study testing the effectiveness of a spiritually-related group intervention for veterans with PTSD (called Search for Meaning). Dr. Starnino conducted previous intervention research on a widely used mental health recovery program (Wellness Recovery Action Planning), as well as research on spiritual assessment and the spiritual developmental process of people with severe mental illness in the context of recovery. He has several publications on these topics.
W. Patrick Sullivan, PhD (Moderator)
Professor, Indiana University School of Social Work
W. Patrick Sullivan is a Professor at the Indiana University School of Social Work and was also the Director of the Indiana Division of Mental Health and Addiction from 1994-1998. While earning a Ph.D. at the University of Kansas, Sullivan helped develop the Strengths model of Social Work practice, and has extended the model in mental health and addictions treatment and policy. He has over 80 professional publications on a diverse range of topics. He received the Distinguished Hoosier award in 1997 and the Sagamore of the Wabash, the highest civilian award in Indiana, in 2004 for his work in mental health and addictions. Sullivan has served as a steering committee member for the SAMHSA/CSWE Recovery to Practice initiative and also served on the SAMHSA/CSWE Integrated Behavioral Healthcare project. While at Indiana University has won ten awards for teaching and the IUPUI Glen Irwin Experience Excellence Award for Community Service.
Policy Practice Certificate CourseContains 16 Component(s)
This on-demand course introduces social work students and educators to the theoretical and practical skills of policy and advocacy practice with a focus on poverty and inequality in the U.S.
This engaging, on-demand course uses animation and video to help social work students and educators advance their understanding of critical social justice issues and key elements of effective advocacy practice. An understanding of policy is key to being an effective social worker and advancing social justice causes. Miguel Ferguson, Founder of OfCourse!, and Rick Hoefer, Professor at the University of Texas at Arlington, draw on decades of experience in educating for social policy and advocacy. They highlight the necessity of social work engagement in the policy arena and the knowledge and skills required for effective advocacy.
Participants will learn:
- The history of social welfare in the U.S. and current trends in poverty and inequality
- What advocacy is and how social workers can get involved
- Strategies for effective advocacy, including education, persuasion and negotiation
The course concludes with a brief quiz to assess how well participants retained the course material. After successfully completing the quiz, participants have the option to print a certificate of completion.
This course was produced in partnership with Influencing Social Policy, a member of the Coalition for Policy Education and Practice in Social Work, which is generously funded by the Fund for Social Policy Education and Practice supported by the Lois and Samuel Silberman Grant Fund of the New York Community Trust.
Professor, University of Texas at Arlington
Dr. Richard (Rick) Hoefer (MSW, University of Kansas; Ph.D., University of Michigan, Ann Arbor) is the Roy E. Dulak Professor for Community Practice Research in the School of Social Work at the University of Texas at Arlington (UTA). He has been at UTA since 1992, publishing frequently and teaching about advocacy, grant writing, program evaluation, and nonprofit management topics. His presentations on these topics to community groups and professional organizations always receive high marks from audience members for creativity, passion, and substance. He directs the Center for Advocacy, Nonprofit, and Donor Organizations (CAN-DO) which provides capacity-building for nonprofits of all types. Beyond the University, Dr. Hoefer serves on the Board of Influencing Social Policy (ISP), has been President of NASW Texas' state-wide Political Action Committee twice and is Editor of The Journal of Policy Practice.
Dr. Miguel Ferguson is an award-winning instructor who has taught social welfare policy at leading schools of social work for the last two decades. He is the founder of an educational instruction company (OfCourse!) that, beginning in 2017, will offer innovative online university courses in social welfare policy and social justice. He is the author of two forthcoming books (Navigating Policy and Practice in the Great Recession and The Good Crusade: American Brigadistas in Spain) and a board member of Influencing Social Policy.
Incorporating SBIRT Into Social Work CurriculumContains 1 Component(s)
This webinar introduces the substance use Screening, Brief Intervention, and Referral to Treatment (SBIRT) approach for substance use identification and treatment and explores ways that the model can be incorporated into social work curriculum.
Screening, Brief Intervention, and Referral to Treatment (SBIRT) is an evidence-based practice used to identify, reduce, and prevent problematic use, abuse, and dependence on alcohol and illicit drugs. It involves quickly screening individuals to assess the degree of risk, conducting a brief intervention designed to help motivate them to change their behavior, and referring them to treatment if necessary. Research has shown the SBIRT process works well with adults and that it is a highly promising approach for working with younger people. Despite its promise, the approach is not yet widely taught in social work programs.
CSWE and the SBIRT Social Work Consortium to presented the webinar, “Incorporating SBIRT Into Social Work Curriculum", on July 14, 2016 to support social work faculty in integrating SBIRT into their teaching. Presenters introduced the SBIRT model, explained why all social work students should be trained in SBIRT, and provided examples of how they have incorporated SBIRT into their program's own curriculum. A recording of the webinar is available as well as the presentation slides under the Handouts tab. Participants are encouraged to join the SBIRT Social Work Consortium e-mail group for further conversation and resources (e-mail firstname.lastname@example.org).
Associate Professor, University of South Carolina
Teri Browne, PhD, MSW, NSW-C is an Associate Professor at the University of South Carolina College of Social Work. She earned her MSW at the State University of New York at Buffalo and her PhD at the University of Chicago. Dr. Browne worked as a medical social worker for 13 years and is an internationally recognized expert on nephrology social work and psychosocial barriers to chronic disease outcomes. Dr. Browne is the editor of the Handbook of Social Work (1st & 2nd editions, Mandarin & Korean translations) and co-directs the interprofessional education committee for health sciences at the University of South Carolina.
Assistant Professor, Simmons College
Dr. Jennifer Putney is an Assistant Professor at the Simmons College School of Social Work. She has 15 years of clinical practice experience, with a focus on working in outpatient settings with adults and adolescents with substance use disorders. Dr. Putney is the principle investigator on a SAMHSA funded three-year grant to Simmons College to train health professionals in SBIRT with adults and older adults. She is collaborating with a team of researchers and clinicians from Boston Children's Hospital on a three-year grant funded by SAMHSA to develop practitioners' capacities in SBIRT with adolescents at risk for substance use disorders. In addition, Dr. Putney collaborates with colleagues at Simmons on a three-year grant funded by HRSA to prepare students to work in integrated primary care and behavioral health settings with children, adolescents, and transitional-aged youth.
Assistant Professor, Indiana University
Dr. Joan Carlson is an Assistant Professor with Indiana University's School of Social Work, Indianapolis campus. She has a number of publications/presentations spotlighting the development of substance use prevention and intervention materials for adolescent youth. As a Visiting Research Scientist with Mayo Clinic, she coordinated an in-house research project to study ethnically diverse college students and health risk behaviors. She currently serves as the principal investigator on a grant funded by the Substance Abuse and Mental Health Services Association, “Advancing Multidisciplinary Education for Screening Brief Intervention and Referral to Treatment (SBIRT)" a consortium of Indiana University's Schools of Social Work, Nursing, and Medicine to integrate SBIRT into Indiana's healthcare and allied health care education systems.