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  • 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).

  • Contains 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:

    1. 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
    2. Identify strategies for integrating field education and other learning opportunities such as coursework
    3. 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




  • Contains 8 Component(s), Includes Credits

    A free CE course looking at topics on treatment and recovery in substance use social work.

    The Substance Abuse and Mental Health Services Administration (SAMHSA) defines recovery as "a process of change through which individuals improve their health and wellness, live a self-directed life, and strive to reach their full potential". The recovery movement has slowly been transforming behavioral health treatment. This course will give an overview of substance use treatment and recovery-oriented policy, including how service systems have been transforming over time, impact of the Medicaid expansion under the Affordable Care Act, and how policy intersects with current treatment issues (e.g., opioid epidemic and COVID-19 pandemic). Speakers will discuss how to address stigma and put recovery in practice with diverse groups. Then, the speakers will address how to integrate recovery into social work curriculum. 

    Through generous funding from the American Academy of Addiction Psychology (AAAP) as part of the Providers Clinical Support System (PCSS) initiative, CSWE is offering a series of webinars about social work and substance use. Participants who complete all components of the course and correctly answer a quiz will receive a CE certificate (see CE Information tab for more details).  

    After participating in this course, participants will be able to:

    1. Define addiction recovery-oriented concepts
    2. Examine the context of recovery-oriented services and policies 
    3. Identify affirming alternatives to language traditionally used to discuss addiction to decrease stigma about substance misuse, its treatment and people who have a history of misusing substances 
    4. Identify ways to incorporate substance use disorders into curriculum
    5. Identify topics to educate students that are related to substance use disorders 

    A written transcript of the videos is available upon request; please contact Cydne Nash (cnash@cswe.org) for more information.

    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.

    Clifford Bersamira

    Assistant Professor

    University of Hawai’i at Mānoa Thompson School of Social Work & Public Health

    Cliff Bersamira, Ph.D., A.M., is an Assistant Professor at the University of Hawai’i at Mānoa Thompson School of Social Work & Public Health. He received his Ph.D. and A.M. (M.S.W. equivalent) from the University of Chicago School Service Administration and B.A. from the University of Pennsylvania. While at the University of Chicago, he received health services research training through an Agency for Healthcare Research and Quality (AHRQ)-funded National Research Service Award T32 predoctoral program. Dr. Bersamira’s qualitative and mixed-methods research relates to substance use treatment and recovery supports, behavioral health policy reforms, and disparities among Asian and Pacific Islander populations in the U.S. His recent projects include implementation of a state-funded coordinated entry system for substance use services, study of policy stakeholder perspectives on recovery-oriented addiction policies and services, and a study of state-level addiction service delivery and policy implementation. Previously, Dr. Bersamira worked with recovering heroin users in San Francisco, served in the Peace Corps in West Africa, and provided technical assistance to state government agencies in Washington, DC at the National Association of State Alcohol and Drug Abuse Directors.

    Micki Washburn

    Assistant Professor

    University of Texas at Arlington School of Social Work

    Dr. Micki Washburn is an Assistant Professor at the University of Texas at Arlington School of Social Work. Prior to her appointment at UTA, Dr. Washburn worked as a Research Scientist at the University of Houston Center for Drug and Social Policy Research and was the Coordinator of the Virtual Reality Clinical Research Lab. Her current research focuses on the development of interventions for Latinx women with co-occurring mental health and substance use disorders who are at risk of child welfare involvement. For over 15 years, Dr. Washburn has worked with people experiencing co-occurring mental health and substance abuse concerns. She holds practice licenses in both Social Work and Professional Counseling. Dr. Washburn is trained in multiple evidence-based intervention approaches including motivational interviewing (MI), cognitive behavioral therapy (CBT), Dialectical Behavior Therapy (DBT), Acceptance and Commitment Therapy (ACT), and Mindfulness Oriented Recovery Enhancement (MORE). Recently she served on the CSWE National Taskforce to develop the Specialized Practice Curricular Guide for Substance Use Social Work Practice, released in 2020. Her extensive clinical experience brings real world knowledge to the classroom to further develop the knowledge base and skills of the next generation of social work professionals.

    Shauna Acquavita

    Associate Professor and Director of the MSW Program

    University of Cincinnati

    Dr. Shauna Acquavita is an Associate Professor and MSW Director at the School of Social Work at the University of Cincinnati. Dr. Acquavita’s research has focused on the area of substance use disorders, maternal and child health, and interprofessional education and collaboration. She has a decade of social work experience working with individuals who have been diagnosed with mental health and substance use disorders. She has been the recipient of federal, state and local grants focusing on behavioral health workforce development. Her research contributes to best practices in training allied health students in addressing alcohol, tobacco and other drug use in patients.

    Participants may earn 1 continuing education clock hour after completing the training. The course is appropriate for generalist or clinical social work practice and the degree of difficulty is intermediate. The target audience is social work educators and practitioners, but the content may also be of interest to students. To earn a CE certificate, participants must:

    • Review all the course material, including 3 required webinar presentations (total training time is approximately 1 hour)
    • 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 6 Component(s), Includes Credits

    A free, CE-granting course addressing field education tools and activities for social work practice in substance use disorders.

    Given the prevalence of substance use disorders in the United States, it is likely that all social workers will encounter these issues in their practice no matter what the practice setting. The incidence of substance abuse and deaths from overdose has been increasing during the COVID-19 pandemic, making this area of practice more urgent than ever. CSWE developed a Specialized Practice Curricular Guide for Substance Use Practice, which outlined what a social work student needs to know and be able to do to practice effectively in this area. Now, CSWE has developed a companion guide focused on field education activities. This course will walk through the Prac-Ed Social Work Field Activities Guide, how to use it, and some of the very practical activities that can be implemented by field supervisors to advance students understanding of how to address substance use disorders in practice. 

    The course is intended primarily for social work field education instructors and field directors, but would be of interest to all social work educators, especially those teaching practice courses in substance use. The course level is intermediate. Participants who complete all components of the course and correctly answer a quiz will receive a CE certificate (see CE Information tab for more details). It will take approximately 1 hour to complete the videos and quiz. 

    Upon completion of this webinar, participants will be able to:

    1. Describe Prac-Ed Curriculum and how it benefits social work students
    2. Effectively use the Field Education Activities Guide with social work practicum students
    3. Integrate substance use field education learning activities into a social work practicum setting

    The Prac-Ed Initiative is supported through generous funding from the Substance Abuse and Mental Health Services Administration (SAMHSA) to expand substance use disorder (SUD) practitioner education in social work. The goal of the program is to design and implement a high-quality standardized SUD curriculum and related assessment tools to strengthen the preparation of future social work practitioners to deliver effective, evidence-based SUD prevention, treatment, and recovery services. In the first year of the program 22 MSW programs participated in the program with 10 additional MSW programs selected to participate in year two. 

    A written transcript of the videos is available upon request; please contact Cydne Nash (cnash@cswe.org) for more information.

    Marde Closson

    Director of Field Education

    University of Nevada, Las Vegas

    Marde Closson, MSW is Director of Field Education at the University of Nevada, Las Vegas. Her interest include working with children and families, specifically, in the field of public child welfare. Ms. Closson has over 30 years of social work experience. She has worked in Public Child Welfare for over 25 years and was employed in field education experience at Arizona State University.

    Stephanie Lyons

    Director of Field Education,​ Clinical Associate Professor

    Indiana University

    Stephanie Lyons is Director of Field Education and Clinical Associate Professor at Indiana University School of Social Work (IUSSW). She received her Bachelors in Social Work from the College of Saint Benedict and Masters in Social Work from Saint Louis University. Prior to her position at IUSSW, she worked in leadership positions in both regional and national organizations that focus on bettering the lives of youth and families. She is committed to the leadership of organizations focused on bettering the lives of youth and their families through her volunteer work as a Board Member with Indiana Youth Services Association.  She has also served on the boards of Indiana Association of Resources and Child Advocacy, Hamilton County Community Corrections, and United Way of Central Indiana's Agency Executives Committee.

    Shebby Neely-Goodwin

    Assistant Professor of Social Work, MSW Director of Field Office 

    Norfolk State University

    Dr. Shebby Neely-Goodwin is Assistant Professor of Social Work and MSW Director of Field Office at Norfolk State University Ethelyn R. Strong School of Social Work. 

    Alysha N. Nichols

    MSW Field Coordinator,​ Assistant Professor​

    Marshall University

    Alysha N. Nichols is MSW Field Coordinator and Assistant Professor at Marshall University in West Virginia.

    Julie Rhoads

    Director of Educational Initiatives & Research​

    Council on Social Work Education

    Julie Rhoads, MSW, is Director of Educational Initiatives & Research at the Council on Social Work Education. She also serves as the Project Director for the Prac-Ed Initiative.  

    Participants may earn 1 continuing education clock hour after completing the training. The course is appropriate for generalist or clinical social work practice and the degree of difficulty is intermediate. The target audience is social work field instructors, field directors, and social work educators. To earn a CE certificate, participants must:

    • Review all the course material, including webinar presentation (total training time is approximately 1 hour)
    • 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 8 Component(s)

    A free, on-demand continuing education course on social work's role in the opioid epidemic

    Over 10 millions Americans misused either illicit or prescription opioids in 2018.1 While this number has decreased since 2015, opioid misuse continues to present devastating consequences. According to the Centers for Disease Control and Prevention,2 roughly 130 Americans die each day from opioid overdose. This constitutes nearly 68% of the total deaths caused by overdose from any substance. Due to the rapid onset of this crisis and medication-assisted treatment serving as the primary treatment modality, many social workers lack the understanding and skills needed to respond to clients and communities dealing with this problem. Through a partnership with the Opioid Response Network, CSWE has developed this free, on-demand continuing education course to help social work educators and practitioners understand the scope, causes, and effects of the opioid epidemic; evidence-based treatments; and the role of the social work profession in responding to this crisis.

    After participating in this course, participants will be able to:

    • List the impacts of opioids on the brain and the body on individuals who use opioids as well as the negative biospsychosocial consequences of opioid addiction including opioid-related morbidity and mortality from opioid use
    • Describe the process of medication-assisted treatment for opioid use disorders and list those medications that are FDA-approved for treatment.
    • Identify social work interventions for opioid use disorders on micro, mezzo, and macro levels
    • Describe the basic federal and state policy responses to the opioid crisis in recent decades
    • Describe the effects of opioid misuse on pregnancy and offspring

    Who should participate?

    This course is intended for anyone with an interest in substance use as it pertains to the U.S. opioid epidemic but is especially intended for social work educators and practitioners. 

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    Funding for this initiative was made possible (in part) by grant no. 6H79TI080816 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.

    1Substance Abuse and Mental Health Services Administration, Results from the 2018 National Survey on Drug Use and Health: Detailed Tables. Retrieved from: https://www.samhsa.gov/data/sites/default/files/cbhsq-reports/NSDUHDetailedTabs2018R2/NSDUHDetTabsSect1pe2018.htm.

    2Centers for Disease Control and Prevention, Drug Overdose Deaths. Retrieved from: https://www.cdc.gov/drugoverdose/data/statedeaths.html.

    Peter Delany, PhD, LCSW-C

    Research Associate Professor, The Catholic University of America

    Dr. Peter J. Delany, PhD, LCSW-C, (RADM, Ret., United States Public Health Service) is currently a research associate professor at the National Catholic School of Social Service at The Catholic University of America.  He also taught for a year as in the Department of Social Work George Mason University after serving for more than 27 years as a Commissioned Officer with the United States Public Health Service and retiring at the rank of Rear Admiral – Upper Half and serving as an Assistant Surgeon General of the United States for 9 years. Over the course of his career he held numerous senior management positions including Senior Advisor to the Assistant Secretary for Mental Health and Substance Abuse, at the Substance Abuse and Mental Health Services (SAMHSA) where he was responsible for coordinating policy, programming, and research for integrated health services. He also established and served as the first Director of the Center for Behavioral Health Statistics and Quality in the Substance Abuse and Mental Health Services Administration (SAMHSA) where he led SAMHSA’s Federal Statistical Unit responsible for the collection, analysis, and dissemination critical public health data related on substance use, mental illness, and related health topics. Immediately prior to his retirement in 2018, Dr. Delany served on detail to the White House Office of National Drug Control Strategy where he served as a special advisor in the Office of Data, Research, and Analysis. 

    Dr. Delany is the recipient of numerous service awards including the U.S. Public Health Service (PHS) Distinguished Service Medal, the PHS Outstanding Service Medal, and the Surgeon General’s Medal.  He has also been honored with a number of civilian awards including being inducted into as a Social Work Pioneer (2018), the Knee-Wittman Outstanding Achievement Award, the Alumni Achievement Award from Catholic University, the Legacy Leadership Award by the National Association of Deans and Directors of Schools of Social Work, the Excellence in Health Care Leadership Award, the Stanley J. Kissel, Jr. Award, the PHS Social Worker of the Year Award and several group awards including the DHHS Secretary’s award for Distinguished Service.

     

    Jasmine Carpenter, Pharm.D.

    Mental Health Clinical Pharmacist, Washington DC Veterans Affairs Medical Center

    Dr. Jasmine Carpenter serves as a Mental Health Clinical Pharmacist at the Washington DC Veterans Affairs Medical Center. She attended and graduated from Howard University's College of Pharmacy in 2012. Upon graduating from Howard University, she completed her Pharmacy Practice Residency at the Washington DC Veterans Affairs (VA) Medical Center in 2013. At the VA, she provides direct pharmaceutical care to the patients of the mental health service and the substance abuse rehabilitation program. She is also the PGY-1 Pharmacy Residency Director at the Washington DC VA Medical Center. Outside of her role at the VA, she serves as adjunct faculty at Howard University College of Pharmacy, in addition to serving as a clinical preceptor for students and residents.

    Michael Campbell, PhD, LCSW

    Associate Director and Associate Professor, Saint Leo University

    Michael Campbell has a Doctorate in Public Affairs from the University of Central Florida, a Master’s in Social Work and a Bachelor’s in Social Work from Florida State University and has been a licensed clinical social worker in the state of Florida for more than two decades. He is currently a full-time Associate Professor in the Graduate Social Work program at Saint Leo University in Dade City, Florida.  Along with his teaching duties, he maintains an active research agenda focusing on child and family health / welfare issues as well as pedagogical approaches to improve Social Work education.  Dr. Campbell worked in various clinical and administrative roles in child and adolescent mental health centers, residential and therapeutic foster care centers and currently serves as a Master Trainer with the Hazelden Betty Ford Foundation leading efforts to develop services to address Opioid Use Disorder and to promote integration and evaluation across the diverse treatment spectrum used to manage this epidemic.

    James Cowser, LCSW, ICADC, MSSW

    Master Trainer for the Consulting and Training Team at the Hazelden Betty Ford Foundation

    Jim Cowser is a national expert in the effective development and improvement of clinical systems, large and small. Leading HBFF’s program development strategy, Cowser is the developer of the HBFF Program Architecture framework, which allows for the flexible use of standardized and evidence-based curricula to address complex, co-occurring disorders across settings and levels of care. Cowser has implemented industry-leading programs in diverse service settings, including corrections, community supervision, integrated primary care, inpatient and outpatient specialty care, mobile healthcare, and virtual venues. His steadfast focus on person-centered approaches and the integration of all effective treatment methods and modalities results in flexible, realistic, effective services that achieve industry-leading outcomes. Cowser has developed and delivered nationally recognized programming related to the opioid crisis for the past four years, focusing on the parallel approach of culture change efforts paired with clinical skills building. His passion for recovery, integrated care rooted in dignity and respect, and extensive experience across settings results in quick and thorough implementation practices and effective, sustainable treatment delivery systems.

     

    Marilyn Lewis, PhD, LISW

    Professor, Norfolk State University

    Dr. Marilyn Weaver Lewis is a Professor at the Ethelyn R. Strong School of Social Work at Norfolk State University in Norfolk, Virginia. She is a former clinical social worker and chemical dependency counselor and has conducted research and written in the area of prenatal substance use and drug-exposed children. Dr. Lewis is currently the editor for special projects for the Journal of Social Work Practice in the Addictions and is on the Steering Committee for the Council of Social Work Education Curricular Guide for Substance Use.

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    SAMHSA’s State Targeted Response Technical Assistance (STR-TA) grant created the Opioid Response Network (ORN) to assist STR grantees and other organizations by providing the resources and technical assistance needed to address the opioid crisis. The ORN provides local, experienced consultants to communities and organizations to help address the opioid public health crisis. 

    The ORN accepts requests for education and training resources. Technical assistance is available to support the evidence-based prevention, treatment, and recovery of opioid use disorders. Each state/territory has a designated team, led by a regional Technology Transfer Specialist (TTS), who is an expert in implementing evidence-based practices. To ask questions or submit a technical assistance request: 

    Funding for this initiative was made possible (in part) by grant no. 6H79TI080816 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.

  • Contains 8 Component(s)

    A year-long program of online and in-person workshops and presentations on assessment in social work education

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    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, University of Toronto Factor-Inwentash Faculty of Social Work

    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, field education, and clinical social work supervision. In her research she has developed and tested field education models and the use of simulation in teaching and assessing 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. 

  • Contains 12 Component(s), Includes Credits

    A free CE course on preventing alcohol-exposed pregnancies specifically designed as a framework for field instructors

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    Overview:

    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: 1/23/2021-1/23/2024. 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 email, 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. 

    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. 

  • Contains 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:

    1. Learn about new economic well-being resources that connect the 2015 EPAS and two of the Grand Challenges for Social Work with curriculum.
    2. 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.  

    Erin Bascug

    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.

  • 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

    Yolanda Padilla

    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.

    Kaetlyn Cordingley

    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.