- Prospective Students
- Current Students
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.
September 15, 2015 (all day)
The Certificate in Integrated Behavioral Health and Primary Care (IBHPC) is designed for direct clinical practitioners -- social workers, nurses, care managers, psychologists, and physicians -- who deliver or plan to deliver integrated health services, and who serve populations often presenting with complex needs in physical health, mental health, and substance use. Participants will gain assessment, intervention, and consultation skills with practical applications in the workplace, and will link with a peer learning community to discuss and explore new skills and ideas.
Please see the following link to learn more:
September 18, 2015 - 1:00pm to 6:00pm
This workshop will utilize the NASW Code of Ethics as a guide and a reference tool and provide participants an opportunity to explore practice implications while determining individual professional responsibility. Participants will engage in small group discussions regarding specific case examples from their everyday practice or those provided. The will have the opportunity to process these cases in small groups seeking potential resolution to the stated dilemmas utilizing a conceptual framework. Participants will act as peer consultants during this process and discussion will focus on identifying potential vulnerable areas of practice, developing risk management strategies and identifying areas for further exploration. Social workers/agencies also need to wrap their brains around the way the digital age has created new sets of ethical questions related to using social media in professional settings. Participants will identify guideposts related to ethical social media use and also have an opportunity to work in small groups to brainstorm social media risk management protocols and identify/develop recommendations for agency policies related to social media use.
September 19, 2015 - 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.
September 19, 2015 - 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.
September 26, 2015 - 9:00am to 5:00pm
This mini-course, offered over two days, will focus on three or four key skills in the area of Managerial Supervision in the Human Services.
Day 1 begins with an introduction to Managerial Supervision and the differences between managerial supervision and clinical supervision. We also focus on the tensions between these two work modalities and the conflicts they can create. Issues of power, fatefulness, working to standard, and evaluation are considered as well. Supervisory role playing in triads, with a supervisor, a direct report, and an observer will be used.
In the afternoon of Day 1, the focus will be on Supervision for Retention, especially stressing areas, such as child protective service, where the supervisor and the supervisee are involved in fateful decision making but are not geographically proximate.
Day 2 will stress the effective Supervisory meeting, both dyadic and group based. The second day concludes with a discussion of decision making within the supervisory context.
Learning Objectives are as follows:
1. Acquaint the participants with the differences between managerial and clinical supervision;
2. Assist in establishing role clarity between the two, and provide experience in handling common managerial issues;
3. Provide specific techniques for dealing with supervision in retention;
4. Provide specific techniques for dealing with managerial supervisory meetings;
5. Provide specific techniques for managerial; supervisory decision making.
September 29, 2015 - 5:00pm to 8:00pm
The course will review studies showing self-help groups including 12-step groups provide a huge amount of service and involve nearly as many people as professional services. Studies related to the benefits and risks of self-help groups will also be reviewed. Special attention will be given to how providers and their agencies can coordinate their activities with self-help groups. Specific strategies that add value to professional services will be discussed. The focus will be on how self-help can enhance professional services, and in turn how professional services can enhance the self-help experience. Ethical issues related to the autonomy of self-help groups and the propriety of professional involvement will be explored in relation to a variety of groups including 12-step groups. Similarities and differences between online and in person groups will be discussed. Patterns of self-help use by various cultural groups will be examined with a view toward mitigating existing discrepancies. Patterns of self-help use will be examined by age, class, color, ethnicity, family structure, gender, race, religion or spirituality, immigrant or refugee status, and sexual orientation. Presentations by individuals and panels involved with self-help groups will be featured in the course.
October 8, 2015 - 5:00pm to 9:00pm
The focus of this skill-based mini course is on the concepts, theory, principles and procedures appropriate to the assessment and effective cognitive-behavioral therapy of children and adolescents with anxiety problems. The course content reflects advanced material of current relevance for effective clinical practice. Specifially, this course will provide updated training in the cognitive-behavioral treatment of anxiety discorders in children and youth.
October 9, 2015 - 2:00pm to 5:00pm
Children who have experienced early neglect and abuse create representations of themselves and their world based on a lens of lack of certainty about safety and comfort. They may lack the words to tell us how they feel, but their interactions with us can. Early experiences of persistent unmet needs and/or unremitting distress create interactions with caregivers that can elicit the same feelings of confusion, despair, loneliness and rage that the child feels. This workshop will highlight the internal working models of abused and neglected children, and how caregivers and interventionists can actively work to understand and resist confirming negative self-models.
October 10, 2015 - 9:00am to 5:00pm
This mini-course focuses on the real community and personal impact of a public policy with sweeping national controversy, many deaths, and significant questions about social justice, racial discrimination, and even intent in the constitution. Because it is a mini-course, rather than a full course, this course will concentrate on one aspect of immigration policy? undocumented immigrants and the public policy strategy of enforcement for undocumented immigrants at the border and in the interior of the country. Along with discussion of the policies and practices of enforcement, we will bring local enforcement activities to the table and examine their impact on people, families, and Michigan communities. The discussion will have a global, national, state, and a local component. Students in this course will acquire the skills to critically analyze this aspect of immigration policy and its controversies. and about community and organization responses and activism.
November 5, 2015 - 5:00pm to 8:00pm
This mini-course is designed to familiarize students with the current theories of couple therapy. Selected empirically supported models utilized in couple therapy will be examined The course also looks at some of the key issues and challenges faced by therapists who provide couple therapy. This mini-course will be skill based and focus on helping students to learn effective approaches to working with couples in therapy.
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.