- 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.
February 16, 2016 - 1:30pm to 4:30pmFAMILIES, RELIGION, AND AGING: RESULTS FROM A 35-YEAR STUDY
How different are millennials from their grandparents in religion? How are religious values passed down across generations in America today—if at all? In this lecture, Professor Vern L. Bengtson will address these questions from his 35-year study of 400 multi-generation families. His book based on this project, “Families and Faith: How Religion Is (and Isn’t) Passed Down Across Generations” will also be discussed.
Event is complimentary. Registration is required.
February 19, 2016 - 1:00pm to 5:00pm
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.
March 11, 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 essays 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.
March 11, 2016 - 9:00am to 5:00pm
A growing body of research documents the positive health and mental health benefits of participating in organized sports. While much of the current research is focused on youth participation in sports, there is also evidence of how participation in sports can benefit people across the age range and from different ethic and socioeconomic groups. This 2 day mini-course will discuss how social work values, concepts, and interventions on both the micro and macro levels can enhance sport activities. Specific strategies such as, strength-based coaching, teambuilding, conflict resolution, family collaboration, diversity training, community engagement, advocacy, and policy development will be discussed. Model interdisciplinary programs that serve at-risk youth, older adults, and other special populations will be highlighted. Through discussion and group projects, students will apply social work competencies including, assessment, engagement, intervention, research, and evaluation to this emerging practice area.
March 14, 2016 - 2:00pm to 5:15pm
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.
March 19, 2016 - 9:00am to 5:00pm
This is an advanced methods mini-course focused on forensic interviewing of children. The mini-course is particularly relevant to interviewing children alleged to have been sexually abused, but also be relevant to gathering information from children about a spectrum of traumatic experiences. This mini-course will provide a critical review of the evidence/research that is relied upon in forensic interviewing of children and will provide information about best practice. The course takes a child-centered/social justice approach, will admonish professionals to take into account the child's needs, developmental stage, and functioning, as well as the specifics of the allegations, when conducting forensic interviews.
This course will cover the following areas: 1) forensic versus clinical practice, 2) brief history of forensic interviewing, 3) models of assessing for child sexual abuse, 4) cultural issues that may impact abuse characteristics, reactions to abuse, and interviews with the child, 5) forensic interview structures, protocols, and guidelines, 6) controversies about appropriate questioning techniques and sequencing in a forensic interview, 7) controversies, relevant research, and best practice related to the use of media in forensic interviews, and 8) current practice regarding extended assessments in forensic work.
April 1, 2016 - 9:00am to 4:30pm
The focus of this course is on the concepts, theory, principles and practice to the assessment and interpersonal psychotherapy of adults and adolescents with mood disorders. The course content reflects advanced material of current relevance for effective and evidence-based clinical social work practice. Specifically, this mini-course will provide updated training in the Interpersonal Psychotherapy treatment of mood disorders. This course will review diagnostic criteria and assessment, but will mainly focus on clinical skills and will be an interactive seminar type class.
April 8, 2016 - 9:00am to 5:00pm
This is a practical application mini-course focusing on the exposure and response prevention treatment of Obsessive Compulsive Disorder. Also,in the treatment of panic disorder, behavioral exposure therapy for internal and external panic cues, and cognitive restructuring. Cognitive-behavioral assessment methods will be infused throughout the course. The course will also include demonstrations and role-plays, session video tapes and interactive classroom instruction.
April 8, 2016 - 9:00am to 12:15pm
This training will examine practice theories and strategies for working directly with diverse groups of children, adolescents living with emotional or behavioral challenges, and their caretakers. This training will emphasize evidence-informed assessment strategies and interventions that address children or adolescents within their social contexts (e.g., peer group, school, family, neighborhood). The interaction between environmental risk factors, protective factors, promotive and developmental factors as they contribute to coping, resiliency, and disorder will also be addressed. This training will utilize role playing, small and large group discussions, and visual displays.
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.
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.