FRIDAY, February 5, 2010
9:00am-3:30pm - $120 – 6 CEUs
B2615
Ethical Issues in Social Work Clinical Supervision: Shades of Gray
Despite the current ethical "buzz" that permeates the social work profession, minimal attention has been directed to ethical conduct in the clinical supervisory process. Social work supervision presents unique challenges to both the supervisor and the practitioner. This workshop focuses on prevalent ethical issues in the provision of supervision; among them, competence, fidelity, justice, informed consent, confidentiality, boundaries and vicarious liability. Approaches to enhance ethical competence as well as resolution strategies to address inevitable ethical dilemmas are discussed. A series of cases, involving ethical perplexities in supervision, are presented for participant consideration. Upon completion of this course, participants are able to: (1) describe common ethical challenges in the clinical supervisory process; (2) demonstrate understanding of ethical guidelines to promote competent clinical social work supervision; (3) identify pros and cons of the “parallel process” in supervision to model the ethos of the profession; and (4) apply resolution strategies to address ethical issues in clinical supervision. Attention is directed to cross-cultural supervision. Management of diversity and difference in the supervisory process to demonstrate cultural competence and promote effective supervisor/supervisee relationship is addressed. The workshop combines a powerpoint-assisted didactic presentation with experiential activities and case analyses, and is appropriate for all levels of post-master’s degree practitioners. Two years of direct practice experience is helpful but not required.
Phyllis Black, PhD, LSW, is a professor at Marywood University and director of an off-site campus in the Lehigh Valley. Dr. Black is a frequent presenter on ethical issues in social work practice and has published in this area. She serves on the NASW Pennsylvania Chapter Ethics Committee. She is chair of the national Commission on Curriculum and Educational Innovation for the Council on Social Work Education, which recently developed the 2008 educational policy for schools of social work in the United States.
Christina Car Gigler, MSW, LCSW, ACSW, is an instructor at Marywood University School of Social Work, with extensive practice experience as a clinician and clinical supervisor in a variety of settings, focusing on issues of clinical supervision, mental health, child development, ethics and crisis intervention.
B2620
Be the Healing: One Message, Two Voices
The Generational and Societal Impact of African American Slavery
In speaking about her seminal work, Post Traumatic Slave Syndrome: America’s Legacy of Enduring Injury and Trauma, Dr. Joy Degruy Leary likens chattel slavery in America to the “elephant in the room” whose presence is highly visible but ignored. This workshop acknowledges the reality of chattel slavery, explores its effects in the evolution of African Americans, looks at the youth violence epidemic as one of its contemporary consequences, proposes healing as the meeting ground for oppressor and the oppressed, and develops a model that unites the voices of the oppressor and the oppressed by incorporating both in the process. The seminar also acknowledges the roles of African American resilience in surviving the effects of trauma, and of Mothers in Charge, a violence prevention organization of women who have lost a loved one to violence in the City of Philadelphia. By uniting the voice of a descendant of slave-owners and the voice of a member of Mothers In Charge who is a descendent of slaves, the workshop responds to Leary’s call to “let the healing begin”. Audio-visual media is employed, including the Mothers In Charge documentary Stop the Violence, as well as excerpts from Leary’s recorded post-traumatic slave syndrome lecture, and Afro-centric artistic expressions. Small group sessions are used to explore attitudes, assumptions, and behaviors regarding slavery and oppression. Upon completion of this seminar, participants are familiar with: (1) Leary’s concept of post-traumatic slave syndrome; (2) the findings from the Children’s Defense Fund’s report, America’s Cradle to Prison Pipeline, relevant to Leary’s concept; (3) the effects of the youth violence epidemic on families and their communities in the City of Philadelphia ; and (4) the need to become part of the healing. Familiarity with post-traumatic stress disorder is helpful, but not required.
Betty Lee Davis, PhD, LCSW, is a consultant to Mothers in Charge where she facilitates the newly bereaved, new members grief support group. She combines this with a general, psychotherapy private practice and community based behavioral health services to at-risk children and their families.
Patricia Griffin, EdD, MHS, is retired from her full time position as a therapist with People Acting to Help (PATH), a therapeutic program housed at Community Education Partners (CEP) in Philadelphia. She continues to work as a mobile therapist with Carson Valley Community Behavioral Health Program and as a community activist/advocate with Mothers in Charge.
B2625
Great Trainings!
Learn ways to facilitate fun and informative participatory workshops for adult learners. Upon completion of the workshop, participants have improved their ability to: (1) identify different kinds of learning goals; (2) structure a training session; (3) create memorable exercises; (4) spark engaging discussions; (5) design training materials; and (6) incorporate their participants’ knowledge. Workshop participants are encouraged to bring some of their own materials for a planned or revised training.
Jennifer Beer, PhD, teaches negotiation skills at the University of Pennsylvania Wharton School, and has led workshops in cross-cultural communication and conflict resolution topics for many years.
B9235
Group Psychotherapy with Adolescents
In light of the increased need for clinical services to adolescents, group psychotherapy is an often under-utilized modality. This seminar is designed to address the shortage of training experiences for clinicians interested in conducting psychotherapy groups with adolescents. Participants of this seminar gain: (1) an overview of group work with young and older adolescents; (2) awareness of different approaches to structuring groups; (3) techniques for working with resistant youth; and (4) specific strategies for adapting therapy groups to a range of settings and clients. This seminar is appropriate for all levels of post-MSW degreed practitioners in outpatient practice, schools, residential programs, and hospitals. 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 19, and March 19.
Thomas Hurster, MSS, LCSW, CGP, is a clinical social worker who has conducted therapy groups for children and adolescents in a variety of settings. He divides his time between Benchmark School, private practice, and as an adjunct instructor at Bryn Mawr College Graduate School of Social Work and Social Research, where he teaches Group Treatment, and Clinical Social Work with Children and Adolescents.
B5000
Psychological Testing for Social Workers (Part I)
Reading requirement: Straight Talk about Psychological Testing for Kids, by Ellen Braaten and Gretchen Felopulos, Guilford Press, 2004 (Students are responsible for acquiring the text.)
Assigned Chapters: 2 (What Is Involved in a Testing Evaluation?), 4 (The Tests: What Are They and What Do They Do?) and 5 (What Do All the Numbers Mean?)
An estimated 8-16% of children and teens are identified with learning or attention problems, with psychological evaluations at the core of the identification process. Social workers in school settings often play a key role in supporting students and their families throughout these diagnostic processes, in making sense of evaluation reports, and in ensuring that students’ strengths and needs are understood. In this course, participants are introduced to issues in school-based psychological testing, and learn how to assist families in understanding assessment results, with specific attention to the assessment of cognitive functioning and development in children and adolescents. The Wechsler Intelligence Scale for Children IV is described and demonstrated, as are other commonly-used cognitive measures. The historical context of psychological testing is also discussed. Upon completion of Part I of this course, participants will have learned: (1) the role of norm-referenced testing within the broader process of comprehensive, ecologically-based assessment (2) to define psychometric concepts as they apply directly to the use of major tests; and (3) to assist parents in understanding psychological test results. No prior experience in conducting psychological assessments or interpreting test data is required for this course. There will be a brief quiz on the assigned readings at the beginning of Part II on February 19. This two-part course is required for those 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.
General Information
Contact the CEd Office
Phone 610-520-2602
FAX 610-520-2655
swconted@brynmawr.edu