Bryn Mawr College

FRIDAY, February 19, 2010

9:00am-12:00pm - $60 – 3 CEUs

 

B2590

Growing a Resourceful Team

Award-winning teams do not bloom overnight. Helping your staff change from a group to a team is a slow process, involving careful cultivation. Just like gardens, groups have life cycles. This program examines the stages of group development and diagnoses the current growth stage of your own work group.  The challenges of each stage of growth for the supervisor and for the staff are discussed.  The work group’s skills in communication, decision making, and performing as a team are diagnosed. Different leadership styles and their impact on the team’s initiative in problem solving and resource sharing are explored. Participants of this course learn: (1) the differences between a group and a team; (2) the key elements of the four stages of group development; (3) the impact of different leadership styles within each of the stages; and (4) techniques for supporting team building and drawing the best from individual team members. Participants will discuss the impact of culture on employees’ beliefs and values regarding team behavior. They will be encouraged to examine how their personal culture has influenced their behavior as a leader and their expectation of team performance. This workshop is appropriate for anyone with supervisory experience, or those hoping to move into a supervisory role.

Margie DuBrow, PhD, is the director of the Non-Profit Executive Leadership Institute (NELI) at Bryn Mawr College Graduate School of Social Work and Social Research. She has conducted training programs and technical assistance in strategic planning, organizational management, and human resource development.

 

B2630

Working with Projective Identification

Projective identification is both a means of communication and a defense against overwhelming experiences. Receiving and containing projective identification forms the backbone of psychotherapeutic work.  This workshop employs case vignettes to explore the dynamics involved in projective identification and the therapeutic tools used to understand them. Upon completion of this workshop, participants are able to: (1) define and identify the functions of projective identification processes; (2) understand the uses of projective identification; (3) formulate treatment strategies; and (4) understand the principles of psychodynamic psychotherapy. This workshop is appropriate for clinicians in direct practice with individuals, families, and couples.

Karen Fraley, LCSW, BCD, is in psychotherapy practice for adults and couples in Exton, PA. She is a faculty member of the International Psychotherapy Institute in Washington, DC, as well as its Philadelphia satellite, and is a Fellow member of the Pennsylvania Society for Clinical Social Work.

 

9:00am-3:30pm - $120 – 6 CEUs

 

B9245

Interventions with Families with Adolescents: Walking on Both Sides of the Street

This workshop reviews a variety of models for intervention with families that include adolescents from the family therapy, developmental, and post-modern perspectives.  Current literature is referenced for useful conceptual frameworks for working with this population.  Upon completion of this course, participants are familiar with: (1) the particular challenges in family work with teenagers; (2) techniques to overcome the frequent opposition to the involvement of parents in counseling sessions by some teens; and (3) ways to work with the various sub-systems in an adolescent's family context to enhance therapeutic efficacy while maintaining firm boundaries and safety around confidentiality.  This workshop presents a systemic approach to a broad spectrum of adolescent and family difficulties, with case discussions, experiential exercises and narrative supervisory practices. It applies to the Advanced Integrated Adolescent Psychotherapy Certificate program. Completion of all five sessions of the program results in the Advanced Integrated Adolescent Psychotherapy Certificate. Other certificate sessions are scheduled on January 22, February 5, and March 19.

Peter Capper, MSW, MA, LCSW, is director of emotional support at The Crefeld School in Philadelphia.

 

B2635

Parenting Adult Children

Parents face complex issues associated with their roles and relationships with their adult offspring.  This later stage of parenting is uncharted territory.  Little literature exists for parents needing help transitioning into these adult–to- adult relationships.  Without sufficient information, support and skills, parents struggle for decades, increasing the amount of intergenerational conflict.  This can result in disconnected families, increased isolation, depression and anxiety. Upon completion of this course, participants are able to: (1) identify three socio/historical influences impacting later stage parenting; (2) understand the developmental stages and tasks of both parent and their adult children: (3) recognize how grief and loss may interrupt the successful completion of developmental tasks; (4) discuss three strategies that can be useful in working with parents of adult children. The workshop addresses the need for sensitivity to differences in family expectations based on culture, race and religion, and is appropriate for social workers working in all settings who are interested in supporting parents with adult children.

Bobbi  Titus, LCSW, and  Sandra Greenberg, EdD, LCSW, BCD, are co-founders of Parents With Adult Children and have taught at area colleges.  They each have two adult children who inspire their work.

 

B5010

Psychological Testing for Social Workers (Part II)
Reading requirement: Straight Talk about Psychological Testing for Kids, by Ellen Braaten and Gretchen Felopulos, Guilford Press, 2004. Assigned Chapters: 6 (Dyslexia) and 7 (Attention-Deficit/Hyperactivity Disorder)  (Students are responsible for acquiring the text.)

A brief quiz is administered at the beginning of this session that covers previously assigned readings. Drawing on the foundation provided in Part I of this course, Part II addresses issues in intelligence testing, including the major forms of test bias, and introduces participants to guidelines for culturally competent school-based consultation.  Also explored are tests of information processing, academic achievement, and social/emotional functioning currently used in schools, as well as links between assessment and intervention in a school context.  The impact of federal IDEA legislation on the identification of learning disabilities is discussed.  Upon completion of Part II of this course, participants: (1) understand the cultural issues and biases inherent in the use of standardized tests; (2) are familiar with issues in identification of students’ needs within public school systems; (3) continue to learn and practice how to speak with parents and students about the results and reports of psychological test findings.  Completion of Part I of this course is a prerequisite for enrollment in Part II. Both sessions are required for students in the Home and School Visitor Certificate program.

Joan Manhardt, PhD, is a licensed and certified school psychologist at the Child Study Institute, Bryn Mawr College, where she provides child and family therapy.  She also conducts evaluations and provides psychological services for a local public school district.

 

B2640

Social Work with Crime-Impacted Individuals

Prerequisite: Two years direct practice experience in criminal justice settings or with those impacted by crime as victims, offenders or their communities of care. Basic knowledge of the criminal justice system is required.

With 25 million crimes committed each year, there exists an urgent need for social workers with knowledge of the criminal justice system and the needs of victims, offenders and their communities of care. Restorative justice offers a values-based approach for understanding and attending to these needs.

Upon completion of this seminar, participants are able to: (1) discuss the strengths and limitations of the justice system; (2) identify the needs of crime-impacted individuals and; (3) incorporate restorative justice principles and values into practice. The seminar explores diversity and social inequality in relation to crime, justice and the meaning people give to their experiences. Social workers who work in criminal justice settings and victim services and those who serve crime-impacted individuals in settings such as schools or community organizations will find this seminar of interest.

Barb Toews, is a PhD candidate at Bryn Mawr College Graduate School of Social Work and Social Research. She is an experienced restorative justice practitioner and trainer with a 16-year history of providing services to offenders and victims within the juvenile justice and adult correctional systems.

 

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