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  • Contains 1 Component(s) Includes a Live Web Event on 04/16/2024 at 1:00 PM (EDT)

    Drawing on research and practice experience from both a social work and adolescent medicine perspective, this webinar will present research, best practices and developmental considerations when working with adolescent young women whose lives may interact with the juvenile justice system or courts.

    Drawing on research and practice experience from both a social work and adolescent medicine perspective, this webinar will present research, best practices and developmental considerations when working with adolescent young women whose lives may interact with the juvenile justice system or courts. The presentation will start with research contrasting current adolescent substance use trends post-COVID with trends in a recent sample of young adolescent women who are justice involved, while highlighting the unique needs of these youth based on prior research. An adolescent medicine perspective will then be provided concerning the risks of pregnancy and HIV/STI and best practices and considerations with this population. Current gender-responsive interventions for this population will be described, with a specific focus on the development and testing of the CHOICES-TEEN intervention, a bundled risk reduction Telehealth intervention designed to reduce the risks of substance-exposed pregnancy (alcohol and marijuana) and HIV/STI.


    Learning Objectives:

    1. Describe the unique overlapping needs, contextual factors, substance use, and sexual risk behavior trends of adolescent young women involved with the juvenile justice system or courts.
    2. Identify best practices and developmental considerations when working young women who are justice involved, with particular attention to substance use and sexual health. 
    3. Understand the current empirical evidence supporting various gender-responsive interventions for young adolescent women involved with the juvenile justice system or courts.


    Moderator:

    Lili Windsor, PhD, MSW, Professor of Social Work and Associate Dean for Research. School of Social Work, University of Illinois Urbana Champaign


    Presenters: 

    Danielle Parrish, PhD, MSW, Professor and Director of Baylor IMPACT Lab, Diana R. Garland School of Social Work, Baylor University

    Rebecca Beyda, MD, MS, Clinical Associate Professor, Pediatrics & Adolescent Medicine, McGovern Medical School at Houston

    Kirk von Sternberg, PhD, MSW, Professor and Associate Director of the Health Behavior Research and Training Institute, Steve Hicks School of Social Work, University of Texas at Austin


    Funding for this initiative was made possible (in part) by grant no. 1H79TI086770 from SAMHSA. The views expressed in written conference materials or publications and by speakers and moderators do not necessarily reflect the official policies of the Department of Health and Human Services; nor does mention of trade names, commercial practices, or organizations imply endorsement by the U.S. Government.

    PCSS-MOUD Funding Statement:

    Funding for this initiative was made possible (in part) by grant no. 1H79TI086770 from SAMHSA. The views expressed in written conference materials or publications and by speakers and moderators do not necessarily reflect the official policies of the Department of Health and Human Services; nor does mention of trade names, commercial practices, or organizations imply endorsement by the U.S. Government.


    ASWB ACE CE Language: 

    Council on Social Work Education (CSWE), provider #1163, is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved as ACE providers. State and provincial regulatory boards have the final authority to determine whether an individual course may be accepted for continuing education credit. CSWE maintains responsibility for this course. ACE provider approval period: 01/23/2018 - 01/23/2027. Social workers completing this course receive 1.00 continuing education credits.     

  • Contains 2 Product(s)

    This six-part webinar series invites participants to merge results from cutting edge research and clinical experience to inform social work practice. Participants will explore how social work practitioners have implemented research findings in their practice, how people with SUD are experiencing services, and what are the pressing gaps that need to be addressed.

    The field of Substance Use Disorders (SUD) Treatment has changed substantially over the past decade. The opioid epidemic and the COVID-19 pandemic have fueled unprecedented research documenting the impact of social determinants of health (how and where people live, work, and play) on substance use; developing new forms of pharmaceutical treatments; and highlighting the need to address racism and stigma in treatment and prevention. Yet, much work remains to improve treatment and access to quality SUD treatment. This webinar series invites us to merge results from cutting edge research and clinical experience to inform social work practice. We will explore how social work practitioners have implemented research findings in their practice, how people with SUD are experiencing services, and what are the pressing gaps that need to be addressed. We will consider the impact of social determinants of health, including racism and stigma, on different populations throughout the series. Finally, we will learn firsthand about new developments in SUD Treatment research and how we can leverage technology to improve access and outcomes. Our goal is to explore ways to address SUD more thoroughly, equitably, effectively, and effectively in our clinical practice.

    For more information on Providers Clinical Support System, please visit their webiste: https://pcssnow.org/

    Funding for this initiative was made possible (in part) by grant no. 1H79TI086770 from SAMHSA. The views expressed in written conference materials or publications and by speakers and moderators do not necessarily reflect the official policies of the Department of Health and Human Services; nor does mention of trade names, commercial practices, or organizations imply endorsement by the U.S. Government.

    PCSS-MOUD Funding Statement:

    Funding for this initiative was made possible (in part) by grant no. 1H79TI086770 from SAMHSA. The views expressed in written conference materials or publications and by speakers and moderators do not necessarily reflect the official policies of the Department of Health and Human Services; nor does mention of trade names, commercial practices, or organizations imply endorsement by the U.S. Government.

    ASWB ACE CE Language: 

    Council on Social Work Education (CSWE), provider #1163, is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved as ACE providers. State and provincial regulatory boards have the final authority to determine whether an individual course may be accepted for continuing education credit. CSWE maintains responsibility for this course. ACE provider approval period: 01/23/2018 - 01/23/2027. Social workers completing this course receive 1.00 continuing education credits.     

  • Contains 2 Component(s)

    CSWE hosted the Peace Corps for a webinar highlighting how social work skills translate to Peace Corps service opportunities for both social work faculty and students.

    CSWE hosted the Peace Corps for a webinar highlighting how social work skills translate to Peace Corps service opportunities for both social work faculty and students. Dr. Darlene Grant, senior advisor to the Peace Corps director and former clinical social worker and social work faculty, and her colleagues discuss Peace Corps service, building connections through stories, and opportunities for social workers. 

    Learning Objectives: 

    1.Learn about Peace Corps volunteer opportunities

    2. Connect the transferability of social work skills to Peace Corps service 

    3. Understand experiences of returned Peace Corps volunteers


    Presenter Bio:

    In June 2020, Dr. Darlene Grant joined the Peace Corps Head Quarters Director’s Office as Senior Advisor. From June 2022 to February 2023, she left her office in Washington, DC for Ha Noi, Viet Nam to lead, as senior advisor, in this newest (143rd) Peace Corps program. The program welcomed its first group of volunteers in October 2023. Dr. Grant served as Peace Corps Country Director in Kosovo from 2015 to 2019, and as Country Director in Mongolia from 2012 to 2015. Grounding her career in tenets of conscious leadership for transformation, colleagues, family, and friends were not surprised when from 2009-2011, she took a leave of absence from her tenured faculty position to serve for 27-months as a Peace Corps Volunteer in Cambodia. There she partnered with 6 host country national teacher colleagues as a TEFL English Teacher and Teacher Trainer. Dr. Grant worked for 18-years as a professor of Social Work at the University of Texas at Austin. She taught graduate and undergraduate courses in social justice, clinical practice, research methodology, working with women with addiction and criminal justice involvement and at-risk youth. Dr. Grant was named 2006 Social Worker of the Year by the National Association of Social Workers.

  • Contains 3 Component(s)

    This webinar presents an advanced discussion of early psychosis symptoms across the spectrum from risk symptoms to threshold psychotic disorders.

    This webinar presents an advanced discussion of early psychosis symptoms across the spectrum from risk symptoms to threshold psychotic disorders. Strategies for recognizing, comprehensively screening for, and responding to, psychosis spectrum symptoms will be presented. An overview of the history of, and recent developments in, early psychosis clinical care will be presented. Attendees will learn ways to connect to local specialized evidence-based treatment resources for individuals experiencing early psychosis. Additional considerations and involvement of families, groups, organizations and communities will be discussed.

    Learning Objectives:

    1. Describe and implement strategies to assess information needed to differentiate threshold and subthreshold psychosis spectrum symptoms and disorders
    2. Identify at least 2 benefits of Coordinated Specialty care for individuals with psychosis as suggested by research in this area
    3. Understand how to connect to local specialized evidenced-based treatment resources for individuals experiencing early psychosis 


    Presenter: Monica E. Calkins, PhD

    Bio: Monica E. Calkins, PhD, is the HeadsUp Co-Director who oversees outreach, education, training, and Coordinated Specialty Care program evaluation and fidelity. Dr. Calkins grew up in Philadelphia, attending Philadelphia public schools and earning a bachelor's degree from Temple University. She earned a doctorate in Clinical Science and Psychopathology Research from the University of Minnesota and completed a post-doctoral fellowship at the University of Pennsylvania before joining its faculty, currently Professor of Psychology in Psychiatry. Dr. Calkins' research and clinical work focuses on early identification and intervention in psychotic disorders, and she has authored more than 200 scholarly publications in this area. Her work and mission is to improve the lives and experiences of young people with psychosis and their families.

  • Contains 2 Product(s)

    CSWE is partnering with HeadsUp to offer a two-part webinar series on early psychosis identification, screening, and intervention. The first webinar on February 15 provided an introduction to early psychosis, and the second webinar on March 14 will provide advanced content on early psychosis.

    CSWE is partnering with HeadsUp to offer a two-part webinar series on early psychosis identification, screening, and intervention. The first webinar on February 15 provided an introduction to early psychosis, and the second webinar on March 14 will provide advanced content on early psychosis.

    About HeadsUp

    HeadsUp is a Pennsylvania-based organization whose mission is to help end the stigma around psychosis through education, advocacy, and support. Learn more about HeadsUp on their website headsup-pa.org. Webinars will be presented by HeadsUp Co-Director Dr. Monica E. Calkins, who oversees outreach, education, training, and Coordinated Specialty Care program evaluation and fidelity. Dr. Calkins' research and clinical work focuses on early identification and intervention in psychotic disorders, and she has authored more than 200 scholarly publications in this area. Her work and mission is to improve the lives and experiences of young people with psychosis and their families.

  • Contains 5 Component(s)

    This webinar will explore the use of arts and critical dialogue in addressing racism, sexism, and classism in substance use disorder treatment. The speakers will briefly describe the existing literature and then offer an example of how art and critical dialogue was used as a part of a substance use disorder evidence-based intervention.

    This webinar will explore the use of arts and critical dialogue in addressing racism, sexism, and classism in substance use disorder treatment. The speakers will briefly describe the existing literature and then offer an example of how art and critical dialogue was used as a part of a substance use disorder evidence-based intervention.

    Learning objectives: 

    • To learn about the use of arts and critical dialogue to address sexism, racism, and classism in substance use disorder treatment in substance use treatment
    • To learn about how peer facilitators can incorporate art and critical dialogue in their practice
    • To explore how people with substance use disorders experience art and critical dialogue in treatment

    Moderator: 

    Lili Windsor, PhD, MSW. Professor of Social Work and Associate Dean for Research. School of Social Work, University of Illinois Urbana Champaign

    Speakers: 

    Rogério M. Pinto, PhD, LCSW, University Diversity Social Transformation Professor; Berit Ingersoll-Dayton Collegiate Professor of Social Work; Professor of Theatre and Drama, School of Music, Theatre & Dance. University of Michigan.

    Darris Hawkins, Peer Facilitator and Research Assistant. North Jersey Community Research Initiative



    Funding for this initiative was made possible (in part) by grant no. 1H79TI086770 from SAMHSA. The views expressed in written conference materials or publications and by speakers and moderators do not necessarily reflect the official policies of the Department of Health and Human Services; nor does mention of trade names, commercial practices, or organizations imply endorsement by the U.S. Government.

    For more information on Providers Clinical Support System - Medication for Opioid Use Disorder, visit https://pcssnow.org/courses/

  • Contains 3 Component(s) Recorded On: 02/15/2024

    This webinar provides an introductory overview of early psychosis symptoms across the spectrum from risk symptoms to threshold psychosis disorders. Research-informed and practice-informed strategies for recognizing, assessing and responding to psychosis spectrum symptoms will be presented in the context of social determinants of health that may impact the recognition and referral pathway. Additional considerations and involvement of families, groups, organizations and communities will be discussed.

    Because schizophrenia spectrum disorders are relatively common, affecting approximately 4% of young people, nearly all mental health care providers will encounter individuals experiencing psychosis or its early warning signs. The sooner individuals are identified and receive care following the first onset of psychosis spectrum symptoms, the better their functional and personal outcomes are likely to be. This webinar provides an introductory overview of early psychosis symptoms across the spectrum from risk symptoms to threshold psychosis disorders. Research-informed and practice-informed strategies for recognizing, assessing and responding to psychosis spectrum symptoms will be presented in the context of social determinants of health that may impact the recognition and referral pathway. Additional considerations and involvement of families, groups, organizations and communities will be discussed.

    Learning Objectives:

    1. Describe the mental health disorders in which a person can experience psychosis spectrum symptoms
    2. Recognize and be able to screen for early signs and symptoms of psychosis
    3. Consider the impact of substance use and social determinants of health on the identification, referral, and care-seeking behaviors of individuals experiencing early psychosis

    Presenter: Monica E. Calkins, PhD

    Bio: Monica E. Calkins, PhD, is the HeadsUp Co-Director who oversees outreach, education, training, and Coordinated Specialty Care program evaluation and fidelity. Dr. Calkins grew up in Philadelphia, attending Philadelphia public schools and earning a bachelor's degree from Temple University. She earned a doctorate in Clinical Science and Psychopathology Research from the University of Minnesota and completed a post-doctoral fellowship at the University of Pennsylvania before joining its faculty, currently Professor of Psychology in Psychiatry. Dr. Calkins' research and clinical work focuses on early identification and intervention in psychotic disorders, and she has authored

  • Contains 50 Component(s)

    Achieve your program's accreditation goals by engaging in this hybrid training featuring self-paced online learning modules and live drop-in Q&A sessions.

    2022 EPAS Reaffirmation Training

    CSWE's Department of Social Work Accreditation (DOSWA) is pleased to offer this 2022 Educational Policy and Accreditation Standards (EPAS) reaffirmation accreditation training for social work educators. 

    Purpose | This training prepares accredited baccalaureate and master’s social work programs for reaffirmation and continuous compliance under the 2022 Educational Policy and Accreditation Standards (EPAS).

    Objectives | This training will enable programs to:

    1. Understand and navigate accreditation processes.
    2. Learn and apply the 2022 EPAS within the program’s unique context.
    3. Understand fundamentals of scheduling and hosting a site visit. 
    4. Gain awareness of and encourage engagement with CSWE accreditation services.
    5. Promote confidence in the reaffirmation process for continuous improvement.

    This hybrid training model consists of two components:

    1. Self-paced online learning modules via the CSWE Learning Academy 
    2. Live drop-in question and answer (Q&A) sessions via Zoom

    Online modules are designed to provide resources and guidance for each step in the reaffirmation process and continuous compliance between reviews. Live Q&A sessions provide interactive spaces for multiple programs to ask questions, learn from each other, and consult with CSWE accreditation staff.

    To maximize your learning and the program's success achieving its accreditation goals, programs are encouraged to engage in all components of this hybrid training and our year-round accreditation services

    Additional modules and Q&A sessions will be added as they become available. Check back often for new content!

    How to Navigate this Training Course

    • To maximize your learning, we advise you to complete the full course by reviewing each tab consecutively from left to right, beginning with this "Course Overview" tab followed by the "Reaffirmation Timetables & Fees" tab. 
    • As you review each tab, you are encouraged to attend live Q&A sessions to assist your learning process. Review the "Live Q&A Sessions" for dates, times, and access information. 
    • Once you've completed all tabs, you are welcome to revisit the video modules, step-by-step tabs, and attend live Q&A sessions as you navigate your program's reaffirmation process and engage in continuous compliance efforts. 
    • We empower each learner to complete the pre/posttest to help the CSWE accreditation staff understand the training strengths and needs of our learners. We also ask that each learner complete a training evaluation so that we can continue to enhance training, services, and resources. These feedback opportunities are found in the "Video Modules & Evaluations" tab. Thank you for your invaluable feedback! 

    Consultation Services

    During and between reaffirmation cycles, program primary contacts may email questions to their their program's CSWE accreditation specialist. They may also book phone or video consultations via a scheduling application located in each specialist’s email signature. Learn more about CSWE accreditation services.

    Accreditation consultations and presentations are also provided at CSWE's Annual Program Meeting (APM) and communicated to program primary contacts in advance of the conference. 

    Are you a primary contact and unsure who is your program's accreditation specialist? Email accreditation@cswe.org. Primary contacts are identified in the Directory of Accredited Programs

    Webinars

    CSWE accreditation staff provide topical webinars featuring accreditation information, resources, and helpful tips, as well as to respond to questions about the selected topic. 

    Additional webinars are posted on the CSWE accreditation training webpage and communicated to program primary contacts as they become available. 

    Past Accreditation Slide Decks

    Past accreditation slide decks and recordings are posted on the CSWE accreditation training webpage. Topics include: 

    • Accreditation Services Orientation
    • Demystifying the Accreditation Process
    • Writing an Accreditation Document
    • Navigating Accreditation-Related Program Changes
    • 2015 EPAS: Assessment of Student Learning Outcomes
    • 2015 EPAS: Frequently-Cited Standards

    Additional slide decks are posted on the CSWE accreditation training webpage as they become available. 

    CSWE Membership

    While not a function of accreditation, CSWE encourages all who teach, work, and learn at a candidate or accredited social work education program to link to their program's CSWE membership! This is a great way to keep your educational community connected to CSWE and remain current on both compliance matters and best practices in social work education. 

    Programs are encouraged to complete this training course, engage in accreditation services, and utilize all resources available to achieve its accreditation goals. We look forward to collaborating with you! 

    Cost

    This 2022 EPAS reaffirmation training is at no additional cost. 

    This training model allows unlimited access to both online self-paced learning modules and live drop-in Q&A sessions for social work educators. 

    Questions? Email accreditation@cswe.org.

    Registration

    Step 1: Click the green "Register" button in the upper-right corner and complete the no-cost registration. 
    Step 2: After you are registered, visit the "Live Q&A Sessions" tab and register for as many or as few drop-in consultations as desired. 

    How do I login to the CSWE Learning Academy?

    To register for the 2022 EPAS Reaffirmation Training, you must be a CSWE member and have a CSWE Learning Academy account and login credentials. Remember, CSWE program membership now extends to all who teach, work, and learn at a candidate or accredited social work education programs!

    Current Members/Users

    If you are already a CSWE member and have an existing CSWE Learning Academy account and login credentials, login to the CSWE Learning Academy

    Need to check if you are a member? Visit the CSWE membership website.

    Need to check if you have CSWE Learning Academy login credentials or reset your password? Visit the CSWE Learning Academy website. 

    New Members/Users

    Complete the following steps: 

    1. Visit the CSWE membership website to become a member and link yourself to your social work education program.
      1. Tip! Use the same email address and password to create both your membership and CSWE Learning Academy accounts. These are separate accounts and you will complete account set-up steps for each. 
    2. Visit the CSWE Learning Academy and click the "Create Account" button.
      1. Complete all prompts to create a new account.
      2. When creating a new account or updating your profile, a prompt will ask you to indicate if you are "Member" or "Non-member." Select "Member." 
    3. Login to the CSWE Learning Academy with the same email address and the password used to create your new account.

    Questions about registration? Email accreditation@cswe.org.

  • Contains 21 Component(s), Includes Credits Recorded On: 06/16/2022

    A series of four complimentary webinars focusing on substance use and misuse with speakers providing various perspectives on the topics. Participants can earn up to 1 continuing education (CE) credit per webinar*. *Collateral Damage: The Family Experience of Substance Use Disorder is not CE eligible

    A series of four complimentary webinars focusing on substance use and misuse with speakers providing various perspectives on the topics. Participants can earn up to 1 continuing education (CE) credit per webinar*.

    Funding for this initiative was made possible (in part) by grant no. 1H79TI081968 from SAMHSA. The views expressed in written conference materials or publications and by speakers and moderators do not necessarily reflect the official policies of the Department of Health and Human Services; nor does mention of trade names, commercial practices, or organizations imply endorsement by the U.S. Government.

    More information can be found at pcssNOW.org


    *Collateral Damage: The Family Experience of Substance Use Disorder not CE eligible

    James DiReda

    Peer Support and Lived Experience in Substance Use Treatment and Recovery

    Anna Maria College

    Dr. James DiReda, LICSW, PhD holds a dual Ph.D. in Sociology and Social Work from Boston University, and a Masters’ degree in Social Work from the University of Connecticut. He is a Licensed Independent Clinical Social Worker with over thirty years of direct clinical experience and consulting in the field of addictions. He has served as an advocate, treatment provider, researcher, and educator, working with individuals and families, hospitals, corrections facilities, and treatment programs, and private organizations on addiction. Dr. DiReda is an Associate Professor in the School of Professional Studies at Anna Maria College in Paxton, MA and a Partner at Lake Ave Recovery in Worcester, MA.  He is a person in long-term recovery (37 years), and has published books and articles on addiction, speaks publicly on the topic, and has presented at local and international professional conferences.

    Coleen Cicale

    The Changing Landscape of Substance Use Policy

    Southeastern Louisiana University

    Dr. Coleen Cicale has focused her social work practice and scholarship within the policy areas of substance use and family violence.  Specific focus has been centered on abuse perpetrated by an adolescent towards a parent and the risk factors associated with this piece of family violence.  Dr. Cicale coordinated an SBIRT training grant at the University of Central Florida that trained social work students, social workers, and hospital nurses in the Central Florida area. Currently, Dr. Cicale is part of the faculty at Southeastern Louisiana University in Hammond, Louisiana where she focuses on teaching policy related courses and helping create new social work advocates. 

    Nick Szubiak

    The Changing Landscape of Substance Use Policy

    NSI Strategies

    Nick Szubiak brings more than 20 years of experience in direct service, administration, and clinical experience to the healthcare field. He is the founder of NSI Strategies, an organization that provides support to integrated healthcare environments and currently serves as an Advanced Implementation Specialist for SAMHSA's Opioid Response Network. Nick is the former Assistant Vice-President of Addiction and Recovery at the National Council on Behavioral Health and Director at the SAMHSA-HRSA Center for Integrated Health Solutions. Prior, he served as the Director of Behavioral Health for a rural FQHC. Nick provides technical assistance, consultation and training toward bi-directional integration of behavioral health and primary care, substance use disorders, medication assisted treatment (MAT), SBIRT, measurement-based care, population health management and utilizing implementation science to maximize clinical pathways to better care. His experience includes MAT implementation, FQHC integration models and partnerships, trauma informed care, recovery-oriented systems of care, health homes, and developing high functioning teams to provide integrated care to the communities they serve. His expertise also involves systems change management, leadership development and supervisory skills. Nick is known for his heartfelt presentations, keynote speeches, and has sat on various expert panels, partnering with many organizations as a behavioral health subject matter expert. He earned his master's degree in Social Work from Rutgers University.

    Maureen Cavanagh

    Collateral Damage: The Family Experience of Substance Use Disorder

    Magnolia Recovery and Consulting Services

    Maureen’s first book, a gripping memoir, If You Love Me: A Mother’s Journey through Her Daughter’s Opioid Addiction, is a story of a mother who suddenly finds herself on the frontlines of the opioid epidemic as her daughter battles—and ultimately reckons with—substance use disorder. The memoir was published by Henry Holt/MacMillan in 2018. If You Love Me was favorably reviewed by the NY Times, Kirkus, Publishers Weekly, and the audiobook was named a rumrunner-upor Amazon/Audibles 2018 Memoir of the Year.

     

    Maureen is an alcohol and drug counselor, educator, family-focused interventionist and support system recovery coach in private practice in Massachusetts. She holds a B.S. in Communications from Weber State University, an MPA in Public Administration/Nonprofit Management from Suffolk University, an M.Ed in Special Education/ESOL from Salem State University and speaks nationally on the impact of substance use disorder on the family perspective and the power of hope.  Maureen's unforgettable story, told with love and humor, brings the opioid crisis out of the shadows and into the house next door. Her real-life account is inspiring and harrowing, and ultimately a story of recovery and renewal. She was appointed to the Massachusetts Opioid Remediation and Trust Fund Council in 2020. 

    Dr. Taylor Hall

    Harm Reduction in Social Work Practice with Substance Use and Misuse

    Bridgewater State University

    Dr. Taylor Hall, Assistant Professor (Social Work) at Bridgewater State University joined the CSWE Prac-Ed project with the second-year cohort. Dr. Hall teaches in the human behavior and social environment track as well as the policy track as BSU SSW, also teaching clinical and macro focused elective courses on substance use. One area in which Dr. Hall focuses her work relates to social workers practicing from a harm reduction lens when working with persons who use and misuse substances. In her free time, she enjoys Olympic weightlifting, hanging with her family and pets, and sunshine.

    Participants may earn 1 continuing education clock hour per lecture. The lectures are appropriate for generalist or clinical social work practice. The target audience is social work educators and practitioners, but the content may also be of interest to students. To earn one CE certificate per lecture, participants must:

    ·       Review all the course material (total time is approximately 1 hour per lecture)

    ·       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: 1/23/2021-1/23/2024. Social workers should contact their regulatory board to determine course approval for continuing education credits.

    Scheduled Access/Interaction

    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 learningacademy@cswe.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 learningacademy@cswe.org 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:

    1.      Complaints or grievances must be submitted in writing to CSWE via mail at 333 John Carlyle Street, Suite 400, Alexandria, VA 22314 OR via e-mail to CEsatAPM@cswe.org.

    2.      Complaints will be reviewed by the CE Program Manager and responded to in writing within 30 days of receipt of the written complaint.

    3.      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.

     

  • Contains 2 Component(s)

    CSWE will provide educators with opportunities for learning, networking, and collaboration through the Infant & Early Childhood Mental Health (IECMH) Faculty Institute. Facilitators will highlight the importance of IECMH integration in the classroom and unveil the IECMH Curricular Guide, a new resource that was developed to address a significant gap in the preparation of social workers. Join us for this event to consider ways that social work practice and curriculum can be enhanced by IECMH-related content. The event will be interpreted in ASL.

    CSWE will provide educators with opportunities for learning, networking, and collaboration through the Infant & Early Childhood Mental Health (IECMH) Faculty Institute. Facilitators will highlight the importance of IECMH integration in the classroom and unveil the IECMH Curricular Guide, a new resource that was developed to address a significant gap in the preparation of social workers. Join us for this event to consider ways that social work practice and curriculum can be enhanced by IECMH-related content. 

    ASL interpretation provided by FIA Interpreting. Interpreters: Lucy Sugiyama and Richard Brumberg


    Infant Early Childhood Mental Health Faculty Institute

               April 7, 2022, 3:00 PM-4:30 PM EDT   

    Welcome
    Mumbi Mwaura- CSWE
    Linda Gilkerson- Erikson Institute
    Phyllis Glink- Irving Harris Foundation

    Voices from the Field
    Emma Peck- Wayne State University   
    Stefanie Hill- Starfish Family Services   
    Shannon Jackson- The College of St. Scholastica   

    Importance of IECMH to the Social Work Field
    Brenda Jones-Harden- University of Maryland

    Reflections on IECMH (video)
    Janet Shapiro- Bryn Mawr College

    Introduction of Competency Chairs and Curricular Guide
    Linda Gilkerson- Erikson Institute


               Breakout Groups-Session #1:

    Specialized Practice in IECMH
    Linda Gilkerson- Erikson Institute
    Ann Stacks- Wayne State University
         
    Course in IECMH
    Mickey Sperlich- University at Buffalo                
    Mary Ann Marchel- The College of St. Scholastica    
    Ruth Paris- Boston University

    Adding IECMH Content into Social Work Courses
    Marva Lewis- Tulane University
    Julie Ribaudo- University of Michigan    
                                   
    IECMH Field Education  
    Carla Barron- Wayne State University


    Voices from the Field
    Aidan Bohlander- ZERO TO THREE                      
    Jennifer McNally- Community Mental Health for Central Michigan      


            Breakout Groups-Session #2:

    Specialized Practice in IECMH
    Linda Gilkerson- Erikson Institute
    Ann Stacks- Wayne State University
         
    Course in IECMH
    Mickey Sperlich- University at Buffalo                
    Mary Ann Marchel- The College of St. Scholastica    
    Ruth Paris- Boston University

    Adding IECMH Content into Social Work Courses
    Marva Lewis- Tulane University
    Julie Ribaudo- University of Michigan    
                                   
    IECMH Field Education  
    Carla Barron- Wayne State University       


    Voices from the Field      
    Karol Wilson- Retired Consultant          
    Hannah Schottenfels- Alliance for the Advancement of Infant Mental Health

    Resources in IECMH
    Candace Winkler- ZERO TO THREE
    Ashley McCormick- Alliance for the Advancement of Infant Mental Health  

    Voice from the Field
    Nucha Isarowong- University of Washington

    Future of IECMH Curricular Guide
    Mumbi Mwaura- CSWE
    Linda Gilkerson- Erikson Institute

    Linda Gilkerson

    Specialized Practice in IECMH

    Erikson Institute

    Linda Gilkerson, Ph.D., LSW, is a professor at Erikson Institute where she directs the graduate training programs in infancy and infant mental health. She led the development of the Infant and Early Childhood Concentration in Erikson’s Master’s in Social Work program.  She founded Erikson’s first clinical initiative, Fussy Baby Network, a home visiting program for parents of infants under one year. Dr. Gilkerson is the developer of the FAN (Facilitating Attuned Interactions), an approach that is used widely in home visitation, early intervention, early childhood mental health consultation, physician training, early childhood court teams, and mental health settings to facilitate parent engagement and reflective practice. She is developing training and service models for interprofessional trauma-informed early intervention.  Her research and publications focus on relationship-based approaches and reflective supervision in a range of settings. She was a long-time board member of Zero to Three and lead or served on many early childhood task forces in Illinois. 

    Phyllis Glink

    Irving Harris Foundation

    Phyllis Glink is the Executive Director of the Irving Harris Foundation. In her over two decades with the Foundation she has led, developed and implemented its grantmaking and field leadership work in the areas of early childhood development, infant and early childhood mental health, reproductive health and justice, Jewish values, and social justice. Phyllis works closely with the Foundation’s partners in the non-profit, advocacy, philanthropy, and government communities to leverage shared investment and maximize the impact of Foundation grants in Illinois, across the country and in Israel. Phyllis holds many leadership roles including serving as co-chair of the Governor’s Early Learning Council, the Illinois Commission on Equitable Funding for Early Childhood Education and Care, the Early Relational Health and Membership Committees for the Early Childhood Funders’ Collaborative, and co-chairs BUILD’s Advisory Board which she helped found. Glink served on transition teams for the Lightfoot, Pritzker, Rauner and Obama administrations.

    Brenda Jones Harden

    The Importance of IECMH to the Social Work Field

    University of Maryland

    Brenda Jones Harden is the Alison Richman Professor for Children and Families, at the University of Maryland School of Social Work. Her research examines the development and mental health of young children experiencing adversity, particularly maltreatment, foster care, or other forms of trauma. She focuses on preventing maladaptive developmental outcomes through early childhood programs, on which she has conducted numerous evaluations. The goal of her research is to improve the quality and effectiveness of child and family services and to inform child and family policy, especially in the areas of home visiting, infant/early childhood mental health, and child welfare. She is currently the President of the Board at Zero to Three. She received a PhD in developmental and clinical psychology from Yale University and a Master’s in Social Work from New York University.

    Janet Shapiro

    Reflections on IECMH

    Bryn Mawr College

    Carla Barron

    IECMH Field Education

    Wayne State University

    Carla Barron, PhD, LMSW, IMH-E, is the Clinical Coordinator and Assistant Research Professor for the Infant Mental Health Program at Merrill Palmer Skillman Institute at Wayne State University. Dr. Barron facilitates a graduate-level infant mental health seminar, engages in community-based research, and provides professional development trainings on a variety of topics including reflective supervision/consultation and home visiting ethics and boundaries. She facilitates reflective supervision/consultation with infant and early childhood professionals across Michigan and nationally. She received her doctorate in Social Work from Wayne State University and is endorsed as an Infant Mental Health Mentor-Clinical by the Michigan Association for Infant Mental Health.

    Marva Lewis

    Adding IECMH Content into Social Work Courses

    Tulane University

    Marva L. Lewis, PhD, IMH-E® Infant Mental Health Mentor holds a PhD in Psychology with an Associate Professor at Tulane University School of Social Work and adjunct professor Fielding University Infant & Early Childhood Graduate program. She conducts grant funded research on nurturing cultural child routines centered on the hair combing interaction. Her book (2021) Therapeutic cultural routines to build  family relationships. Talk, touch, and listen while combing hairⓒ,  describes strengths-based, culturally valid, community-based interventions for families; and relationship-based, psychosocial measures and tools for Infant and Early Childhood Mental Health service providers. She works as a national consultant and trainer on issues of implicit bias, historical trauma of slavery, and workforce contributions to racial disparities in the child welfare system. She currently serves on national groups including Zero to Three Safe Baby Court Teams, the Council on Social Work Education, and the Anti-racist work group for Infant Mental Health. 

    Mary Ann Marchel

    Course in IECMH

    The College of St. Scholastica

    Mary Ann Marchel, currently serves as an professor in the Masters of Social Work Program at the College of Scholastica where she teaches research and infant and early childhood mental health courses.  She is an endorsed infant mental health mentor and a LICSW. Additionally, she works as an infant mental health consultant serves as a mental health consultant providing reflective supervision to public health nurses and early childhood teachers. She received her Ph. D. in 1996 from the University of Minnesota Twin Cities and her MSW from the University of Minnesota Duluth in 2013. Prior to her doctoral work, Dr. Marchel taught for 10 years in rural and urban settings with children ages birth to eight years with disabilities. She holds Level IV endorsement as an infant and early childhood mental health specialist.   Her research interests include the exploration and application of attachment theory-based approaches to intervention in behavioral health, reflective supervision for social work professionals, and fostering children’s mental health in community based settings for young children and their families. Dr. Marchel completed the Infant and Early Childhood Mental Health Certificate Program (2007-09) offered through the University of Minnesota.  She is currently studying and implementing coding and assessment using the Parental Embodiment Mentalization Assessment (Shai & Spencer, 2019) county-based parent reunification cases.  She is certified in the Newborn Brazelton Observation System (NBOS); the Nursing Child Assessment Satellite Training (NCAST); the Circle of Security-Parenting DVD, and trained in the administration and scoring of the Adult Attachment Interview.  In addition, Dr. Marchel is a certified Infant Massage Instructor. She is passionate about global service learning and serves as a mental health consultant with the Roving Care Programme in the Caribbean, the island nation of Dominica.

    Ruth Paris

    Course in IECMH

    Boston University

    Ruth Paris, PhD, LICSW is an Associate Professor of Clinical Practice at Boston University School of Social Work and Associate Director for Research at the BU Institute for Early Childhood Well-Being. Her teaching, scholarship, and clinical work focus on attachment-based interventions for families with young children. Dr. Paris' work is driven by her desire to develop effective and accessible interventions that are feasible in community settings, culturally responsive, benefit families with young children and make substantive sense in the field. Her research uses both quantitative and qualitative methods to develop knowledge about diverse family relationships and to successfully measure the impact and implementation of interventions. With funding from SAMHSA, DOD, NIH, HRSA and foundations, she has developed and evaluated interventions for varied populations living in high adversity. These include mothers with substance use disorders and their children, traumatized immigrant/refugee mothers and young children, women with postpartum depression and their infants, and military families. Dr. Paris' current and recently completed research includes leading the mixed methods evaluations of interventions targeting young children affected by trauma and parental substance misuse.  She recently completed the evaluation of the SAMHSA-funded Project BRIGHT III, which provides a trauma-based and evidence-informed intervention to children birth to six and their parents affected by substance use and opioid use disorders (SUD, OUD) within addictions treatment programs. Dr. Paris is also testing a pragmatic randomized controlled trial of a home-based version of the BRIGHT intervention with funding from HRSA.

    Julie Ribaudo

    Adding IECMH Content into Social Work Courses

    University of Michigan

    Julie Ribaudo, PhD(c), LMSW, IMH-E is a Clinical Professor of Social Work at the University of Michigan and a doctoral candidate at Wayne State University. An endorsed Infant Mental Health Mentor with 35 years of experience with families with infants and young children, she also provides clinical and reflective supervision to a wide range of individuals and groups across the United States. Her research is focused on the prevention of the intergenerational transmission of trauma and her teaching includes weaving IECMH into all course content.

    Mickey Sperlich

    Course in IECMH

    University at Buffalo

    Ann M. Stacks

    Specialized Practice in IECMH

    Wayne State University

    Ann M. Stacks, LMFT, PhD, IMH-E® is the director of the Infant Mental Health Program at Wayne State University’s Merrill Palmer Skillman Institute. Her research focuses on dimensions of caregiving that support social–emotional development in early childhood. She is particularly interested in the protective role that caregiver reflective functioning and sensitivity play in supporting children’s social–emotional competencies and in understanding effective ways to promote caregiver reflective functioning.

    Ashley McCormick

    Resources in IECMH

    Alliance for the Advancement of Infant Mental Health

    Ashley McCormick, LMSW, IECMH-E® is the Endorsement and Communications Director for the Alliance for the Advancement of Infant Mental Health. The Alliance is a global organization that partners with associations for infant mental health (AIMHs) so that AIMHs can support, grow, diversify, and advocate for their local infant and early childhood mental health-informed workforce. Ms. McCormick is dedicated to promoting workforce development standards for all professionals who work with or on behalf of pregnant people, infants, young children, and families through direct partnership with AIMHs. Ms. McCormick’s training includes a Bachelor’s degree in Psychology and Child Development from Central Michigan University, a Master’s of Social Work from the University of Michigan, and a Financial Success for Nonprofits Certificate from Cornell University. After her graduate studies, Ms. McCormick provided relationship-focused therapy to 0 – 6 year olds and their caregivers using the Infant Mental Health Home Visiting model in Detroit-Wayne County.

    Candace Winkler

    Resources in IECMH

    Zero to Three

    As Chief Development and Strategy Officer, Candace Winkler provides strategic vision and collaborative leadership to plan and execute ZERO TO THREE’s fund development program, meet philanthropic and public revenue goals, and create sustainable and reliable development income that supports the entire organization. Candace is a passionate and innovative leader who has spent over 25 years advocating on behalf of women and young children. She began her career with Alaska’s Child Care Resource and Referral Network, where she spearheaded a major reorganization of three nonprofits into one statewide network. Candace previously held President and CEO positions with the Alaska Community Foundation, the Scholarship Foundation of Santa Barbara, and the Berkshire United Way in Massachusetts before joining ZERO TO THREE. Candace holds a Bachelor of Science degree from Vanderbilt University, and she received her Master of Public Administration and Master of Social Work degrees from Columbia University.

    Aidan Bohlander

    Voices from the Field

    ZERO TO THREE

    Aidan Bohlander, PhD, LICSW, is the Manager, Outreach & Product for the National Infant-Toddler Court Program (ITCP) at ZERO TO THREE. Dr. Bohlander has also been a practicing clinician in a variety of settings for over a decade, partnering with parents to understand the behavior and development of their young children to support infant and early childhood mental health. Immediately prior to joining the National Infant-Toddler Court Program Dr. Bohlander was a member of the professional development and workforce innovations team at ZERO TO THREE leading the development of the Growing Brain curriculum and providing professional development opportunities nationally and internationally on topics related to infant and early childhood mental health.

    Stefanie Hill

    Voices from the Field

    Starfish Family Services

    Nucha Isarowong

    Voices from the Field

    University of Washington

    Nucha Isarowong, PhD, LCSW, is Director of the Advanced Clinical Training (ACT) Program at the Barnard Center for Infant and Early Childhood Mental Health at the University of Washington. In this current role, he works to diversify and expand the infant and early childhood mental health clinical workforce in the state of Washington by centering relationships and principles of diversity, equity, inclusion, and belonging in program administration, curriculum, and delivery. He engages in efforts towards systems change by influencing multi-level systems integration of diversity-informed practice principles in the IECMH field broadly, and with specific attention to father engagement and (dis)Ability. Nucha is a ZERO TO THREE Fellow (2012-2013) and a member of the Academy of ZERO TO THREE Fellows Coordinating Committee. He also serves as a national workshop facilitator and member of the Executive Committee of the Diversity-Informed Tenets for Work with Infants, Children and Families (Tenets) Initiative.

    Shannon Jackson

    Voices from the Field

    The College of St. Scholastica

    I am an upcoming graduate from the MSW program at The College of St. Scholastica. For the past eight years, I have worked in a treatment program that serves people with substance use disorders. After graduation, my plan is to continue this work on a clinical level.

    Jennifer McNally

    Voices from the Field

    Community Mental Health for Central Michigan (CMHCM)

    Jennifer McNally, MA, LPC, MBA, CMHP, QIDP, QMHP, CAADC, IMHS is the Program Director at Community Mental Health for Central Michigan (CMHCM) in Isabella County. Jennifer has worked at CMHCM since January 2007 providing Home-Based/Infant Mental Health services, crisis services, and Supervision for Case Management/Home-Based, prior to moving into the Program Director role in 2018. Jennifer is the Subject Matter Expert for IMH and Baby Court Services at CMHCM. Jennifer has a Bachelor in Science Degree with a major in Psychology and minor in Human Development from Central Michigan University. Jennifer has a Master's in Arts in Professional Counseling also from Central Michigan University. Jennifer is the chair of the Statewide Training Committee for IMH, as well as a member of the Advisory Committee for statewide Baby Court Training.

    Emma Peck

    Voices from the Field

    Wayne State University

    Hello! My name is Emma and I am an advanced year MSW student also enrolled in the IMH dual-title program. I have recently accepted a job post graduation at a trauma based practice where I will be a psychotherapist. Currently I am interning at Starfish Family Services conducting home based therapy for families.

    Hannah Schottenfels

    Voices from the Field

    Alliance for the Advancement of Infant Mental Health

    Hannah Schottenfels recently joined the team at the Alliance for the Advancement of Infant Mental Health as the Leadership Cohort Coordinator. In this role she is able to offer support to people going through the IECMH endorsement process nationally. Her IMH roots started in community mental health in Detroit, MI. She worked for over 6 years as a home-based early childhood mental health therapist. During her time in CMH she also worked with early childhood educational centers focusing on the promotion of social-emotional development. Her passion for connecting with others interested in and doing IECMH work comes from her own felt experience of being supported and impacted by this field. She hopes to be a part of a community that provides space for folks to practice holding in mind babies, families, communities and themselves. A few things she enjoys to help her maintain her capacity for IECMH work, are spending time in nature, antiquing and leaning to play instruments.

    Karol Wilson

    Voices from the Field

    Retired Consultant

    Karol Wilson, LMSW, IMH-E®, was one of the Program Supervisors for the Partnering With Parents program at Starfish Family Services until she retired in June 2021. Karol has been a part of the infant mental health field for more than 25 years as a home visitor, mentor, program supervisor, trainer, and individual and group reflective supervisor/consultant. Karol has co-author of 3 published articles and recently authored a chapter in a recently published book: Therapeutic Cultural Routines to Build Family Relationships  (Talk, Touch and Listen While Combing Hair), edited by Deborah Weatherston and Marva Lewis. Karol now works part time as a Reflective Consultant and continues to provide trainings and individual reflective supervision. She takes pride in being one of the first Michigan Association for Infant Mental Health (MI-AIMH) Diversity Fellows and is the first African American to achieve endorsement by MI-AIMH as an Infant Mental Health Mentor (Clinical).