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This online continuing education course reviews the key changes in the DSM-5. It is geared toward licensed professionals trained in clinical diagnosis. Participants who complete this self-paced, online course will earn 3 CEUs.
The U-M School of Social Work Continuing Education (CE) programs are designed to provide knowledge and skills for social workers and allied health professionals. Interdisciplinary distance education certificates in:
CE faculty are national experts and leaders in their respective fields. Our goal is to meet your professional development and career advancement needs through high quality continuing education programs.
Our interdisciplinary team develops and delivers high quality course work and CE classes. Your professional development and career advancement are our top priorities.
May 12, 2016 - 9:00am to 5:00pm
Distrust based on a history of unsatisfactory experiences with human service professionals and low retention in, and premature termination of services can reduce successful outcomes for members of African American communities. Participants in this course will examine racial microaggressions in practice as a source of these outcomes. Participants will define and identify racial microaggressions and their impact on clients and on the professional relationship. Attention will be given to the cultural context in the way racial microaggressions are experienced and dilemmas about how to respond. The effect of power differentials on the interpretation of racial microaggressions will be examined. Using an African-centered perspective, the course will be knowledge-, skills-, and values-based and will include assigned readings, power point presentations, video-clips, case studies, and small-group problem-solving. Participants will practice alternative methods of intervening when in the presence of racial microaggressions.
May 13, 2016 - 9:00am to 12:15pm
LGBT youth continue to be disproportionately represented in the child welfare system and face population-specific barriers during pivotal developmental stages in adolescence. As participants reflect on professional readiness to serve LGBT youth and their families, this workshop will provide support through a didactic overview of recent research and practice methods, laws, policies, and social influences that create both opportunities and barriers to culturally and linguistically competent service provision. This workshop will utilize universal terminology to define sex and gender and support participants on how to have discussions with LGBT youth that are experiencing biopsychosocial-spiritual stressors. Participants will receive skill-based knowledge on how to competently interact with LGBT youth and families, as well as tools to advocate for health and safety for this population in a variety of settings. Participants will also receive resources pertaining to navigating state laws that directly impact the LGBT population.
May 14, 2016 - 9:00am to 5:00pm
This course will focus on developing the group work skills necessary to implement evidence-based family psychoeducation interventions in work with adults, adolescents, children and their families. Special emphasis will be given to the family psychoeducation approach using multiple family groups in the treatment of severe psychiatric disorders. This course will examine the theoretical and empirical foundations for family psychoeducation, as well as, the practice of multifamily group treatment in schizophrenia, bi-polar illness, major depressive disorder, borderline personality disorder and with children and adolescents with serious mental illnesses.
May 14, 2016 - 9:00am to 5:00pm
Within the contest of restorative justice frameworks, course participants will learn about the school to prison pipeline and implications of zero tolerance policies pushing at-risk students into juvenile and criminal justice systems. Restorative practices aim to increase cultural awareness, practice, and advocacy in practitioners incorporating best practices for social emotional well-being and learning methods with young people in schools and communities.
1. Clearly articulate the problems traditional justice and discipline models present for youth in communities and schools: addressing behavior management, school to prison pipeline, and expulsions.
2. Panel discussion of people who are working in both communities and schools.
3. Teaching skills around restorative practices (conferences and peace circles), conflict management, mediation, and facilitation.
May 25, 2016 - 9:00am to 5:00pm
This mini-course focuses on the characteristics and competencies of the executive leader. After introductions and a brief overview on elements of leadership as conceptualized by different authors, we will look at a number of assays which will help the individual student compile her or his own profile. These assays will include "temperament" assessments such as the Myers-Briggs and the Emotional Intelligence Assay, on the characteristics side, and managerial assessments and Executive profile mapping from the competency sets. The interaction between characteristic sets and competency sets will be discussed. We will also explore the social psychology and sociology of leadership-in-action, Various readings from the Harvard Business Review, including one from Manfred Kets De Vries, an organizational thinker and trained psychoanalyst will be explored. The assignment will be to develop a personal learning/development plan.
June 2, 2016 - 9:00am to 5:00pm
This mini course will explore contemporary issues in spirituality and social work focused on what it means to competently integrate spirituality into one's social work practice. In adopting a holistic perspective to guide practice, spirituality will be viewed as a dimension in the bio-psycho-social assessment and treatment planning process. This course will explore the rationale and need to integrate assessment and interventions related to spirituality in social work in a manner that supports culturally competent practice. It will examine how spirituality is rooted in the history of social work practice as well as exploring how to best define, integrate, and use spiritual assessment and interventions in addressing presenting client issues in clinical setting today. The relationship between spirituality and issues of race, gender and social class as well as spirituality across the life cycle will be addressed. Spiritual assessment related to specialized areas such as trauma, addiction/recovery and chronic illness will be described. Specific methods and interventions will be highlighted and applied to practice. Relevant readings, discussion, case presentations, and experiential exercises will be used to deepen one's competence and comfort level with spirituality in social work practice.
June 3, 2016 - 9:00am to 5:00pm
This mini course will examine practice theory and techniques relevant to social work in a rural setting. There are many definitions of what might be considered a rural community. For the purposes of this course, we will define communities as rural that have a population size of 2,500 to 20,000 with no major metropolitan area within hour of the community. Rural communities are often plagued with similar problems as vast metropolitan areas such as high poverty rates, inadequate housing, and inadequate access to health care. However, the scarcity of resources and professionals including medical providers, socioeconomic underdevelopment, and physical distance from services and lack of public transportation are frequently identified as compounding factors of living in a rural community. The impact of differences in the key diversity dimensions such as ability, age, class, color, culture, ethnicity, family structure, gender (including gender identity and gender expression) marital status, national origin, race, religion or spirituality, sex, and sexual orientation will be examined, within the context of practicing in a rural community. This course will also emphasize issues of ethical practice as defined by the social worker code of ethics within a rural community.
June 9, 2016 - 9:00am to 5:00pm
This introductory course will examine the principles of Infant Mental Health intervention with families of infants and young children. Using attachment theory as a foundation, we will examine best practices in supporting early developing relationships between infants and young children and their caregivers. Special attention will be given to understanding the processes through which practitioners can promote infant well-being and expand parenting capacity to nurture and protect their children.
June 9, 2016 - 9:30am to 3:30pm
This course will address how depression & anxiety in late life compromise the quality of life in older adults. The students will be assisted to deepen their understanding of the thought process of those with depression and anxiety. They will learn how MBCT could help improve the disorder and see MBCT as a viable non-pharmacology intervention.
The scientific evidence in the effectiveness of mindfulness interventions for mental health issues, and specifically MBCT for prevention of relapse of depression and anxiety will be discussed. The step-by step components of 8 sessions of MBCT wil be discussed and students will have opportunities to practice the skills. They will learn the differences in approaches between MBCT and CBT. Adaptation made to accommodate working with older population will be discussed in detail. The results of pre-post outcome data and qualitative evaluation of the MBCT groups the instructor led with local older adults will be shared. The roles that a MBCT therapist plays and the training needed will be discussed.
June 10, 2016 - 9:00am to 5:00pm
The purpose of this mini-course is to gain a holistic understanding of the impact of trauma on functioning across the lifespan, and to acquire basic skills in assessment and treatment of trauma necessary for clinical practice.
The effects of trauma and traumatic stress can be profound whether the trauma was a single episode/event, or was experienced over a period of time. Trauma impacts many components of overall development and health including but not limited to in the areas of attachment, cognition, emotion regulation, dissociation, and ability to self-regulate and self-soothe. The first half of the course will focus on both developing a framework for understanding the way that traumatic events shape people over time as well as learning to assess for traumatic stress. We will draw on knowledge from the fields of attachment, neurobiology, and child development as well as data from current studies such as the ACE study. Special attention will be given to the way that discrimination, community, and system-level traumas impact individuals. We will examine the classifications of trauma-related disorders in the DSM-5.
The second half of the course will focus on building skills for interventions with clients. Participants can expect to gain knowledge about the evidence base that exists. We will review the existing evidence base for interventions for PTSD as well as traumatic stress more generally. There will be special emphasis given to skills in mindfulness, self-regulation/self-soothing, working with trauma narratives, and the mind-body connections.
Each participant in the course can expect to leave with an enhanced ability to engage in trauma-sensitive assessments, to understand the impact of trauma across the lifespan, to implement trauma-informed interventions, and to build resilience for secondary traumatic stress.
The University of Michigan School of Social Work is an approved provider with the Michigan Social Work Continuing Education Collaborative, provider MICEC-0003, and is an approved provider for social work continuing education by the Association of Social Work Boards (ASWB), www.aswb.org, through the Approved Continuing Education (ACE) program, provider # 1212. The University of Michigan School of Social Work maintains responsibility for the program.