Past Courses

This course will examine the developmental underpinnings of resilience and positive coping in maltreated children. Content will combine current findings from research with policy and practice implications and strategies.

This presentation gives school and district leaders, teachers, and other professional staff a comprehensive overview of trauma-informed schools and strategies. We describe a system framework for trauma-informed schools and offer a series of guiding principles and strategies that align with 10 Trauma-Informed Programs and Practices in Schools (TIPPS) pillars, which are based in research on adversity and resilience.

This webinar will offer a working definition of terms, including Transgender, Gender Identity, Gender Expression, Intersex, Gender Nonconforming, Non-Binary, Intersex, Gender Transition, and Ally. Language and terminology will be examined with emphasis on using affirming language and avoiding offensive terminology.

This webinar will examine mental health risk factors that impact transgender youth from an ethical lens. These risk factors include a 40 percent rate of attempted suicide, increased incidence of anxiety and depression, bullying, and social and familial rejection, all of which can exacerbate mental health issues.

This webinar will focus on clinical interventions with an emphasis on delivering these interventions from an ethical and evidence-based lens. We will focus on two complex cases: Luna, a case involving parental disagreement with regard to permitting a transgender 7-year-old girl to commence a social transition and the second case, Patrick, will focus on complications that arise when a transgender adolescent is permitted (by the parent) to access hormones to initiate a medial transition without medical supervision and absent mental health consultation.

In our world, there are an increasing number of people currently being very vocal about the trauma they have experienced from the Christian faith in relation to their sexuality. Many are now seeking sex therapy and sexual healing because of those traumas. In this course, we will look at a brief history of the Christian Church and the effects its messaging has had on people’s sexual lives. We will examine the overall messages we have received around sex from the institution of church in the Christian faith and how those messages have lived in our bodies. We will then learn ways to deconstruct those messages in order to help those who suffer from religious harm, and practice some healing exercises to use with clients who come from religious backgrounds. These exercises can be adapted to be used with those from a range of faith backgrounds.

The objective of this training is to help mental health professionals develop confidence and a skill set for discussing sexual identity, health/wellness, and intimacy with their clients. Fundamentals of sex therapy from a biopsychosocial approach will be covered to ensure that participants feel well-equipped to incorporate sexual functioning into their core approach to assessment and treatment. The learner will understand the ramifications of relegating this topic to a "specialized" treatment approach and feel skilled and capable in addressing sex therapy topics as a foundational approach to assessment and treatment.

Part 1: This program area will welcome participants to the MMR CE program and introduce mixed methods research to them. Research ethics and values are important for the responsible conduct of research and so in the components of this program area, participants will learn about the nature of research ethics as it pertains to macro social work and other applied professions. We will begin with a history of research ethics with topics ranging from the Nuremberg Code and the Belmont Report, to the U.S. Public Health Service syphilis study carried out in Tuskegee, Alabama. Next, we will briefly cover theoretical frameworks and the advantages of using theory for mixed methods research and practice in social work. Participants will be challenged to view the research process through a culturally sensitive lens. Finally, participants will have an opportunity to think about the implications for how the research we conduct with underserved and underrepresented groups influences what we learn from these groups.

Part 2: This program area will cover the basics for how to design a mixed methods research study. We will begin by discussing how to develop research questions, then we will cover mixed methods language and notation, and then we will discuss choosing a mixed methods design. The research question is one of the most important aspects of any research project. It influences subsequent aspects of the project. In this program area, participants will be guided through how to develop a research question based on their phenomenon of interest. This is important because researchers make decisions about whether they will use qualitative, quantitative, or mixed methods after finalizing their research question. Communicating research designs throughout various stages of the planning, implementation, evaluation, and reporting of the project will also be covered. Then, this program area will cover transformative mixed methods, which are germane to the social justice lens of the social work profession.

Part 3: This program area will cover collecting data in mixed methods research. We will begin by discussing how to decide on the data collection needed to address certain research questions. Next, participants will be guided through how sampling plans are developed and recruitment strategies are made. Then, various qualitative and quantitative data collection methods will be discussed and presented in the context of their contribution to a mixed methods study. For example, qualitative data can access a phenomenon more directly than what is possible with formal, questionnaire-based measurements in part because pre-established questions are sometimes insensitive to important local cultural norms and idioms. Qualitative data, in focusing on natural language, deepen our understanding of the clients condition, clinician attribution of symptoms, and other treatment processes otherwise inaccessible to scientific analysis. This type of data is particularly useful in characterizing areas where formal measurement tools are lacking, inappropriate, unreliable, or incomplete. For social workers and other applied professionals, the human voice can be one of the most valuable insights into learning and improving the outcomes of clients. Therefore, it is important to incorporate and properly use qualitative research in our work. In this program area, participants will learn effective and efficient ways to collect and analyze qualitative data using one-on-one interviews, focus groups, and observation data collection methods. Existing records will also be discussed. Quantitative data (e.g., statistics) can sometimes be intimidating for social workers and other applied professionals. In this program area, participants will deepen their understanding of the ways in which quantitative data is collected.

Part 4: This program area will cover data analysis techniques for mixed methods studies. First, we will discuss how to prepare qualitative and quantitative data for analysis, and then we will describe various ways to code and analyze qualitative data, as well as the most appropriate statistical techniques for quantitative data. Qualitative approaches promise to bridge the explanatory gap that exists between aggregated outcomes and actual events in the local situation. On the other hand, quantitative approaches promise the opportunity for true experimental designs as well as replication of study methods and generalization of findings. We will also cover secondary analysis, and how to use existing statistics to address research questions. Since the purpose of statistics is to convey meaning about how certain variables (e.g., the independent and dependent) do or do not (and to what level) relate to each other, this program area will provide participants with a user-friendly way of incorporating statistics into their work. Though descriptive and inferential statistics will be covered, it is important for participants to note that advanced statistical methods (e.g., structural equation modeling, hierarchical linear modeling) will not be covered. This program area will cover how to take the interpretation of mixed methods research a step further by preparing reports from mixed methods research studies. During this program area, we will also cover ways to comprehensively represent large and small qualitative datasets involving multiple cases both for inductive exploration and for more deductive examination of theoretically interesting relationships among data concepts and other variables. Communicating the research process is probably the most important step in any research project. In this program area, participants will learn about writing research reports, manuscripts for peer-reviewed journals, research briefs, and longer reports. Visual displays of mixed methods research results will also be discussed. The program will also cover the benefits and challenges of different ways of disseminating mixed methods research findings. Participants will be encouraged to consider how the factors that influence the dissemination of research findings influence how they approach their research. As social workers and applied professionals, we should not take information for granted based on its popularity or reputation. In this program area, participants will learn how to apply critical appraisal skills in the search for evidence and during professional judgment and decision-making. Participants will also develop and strengthen skills and knowledge related to the identification of quality research. Participants will be encouraged to consider the concrete ways in which their own work reflects rigor and quality. The program will also briefly address using mixed methods in program evaluation and across disciplines.

Asynchronous lectures: The pre-recorded podcasts support the live sessions for the Mixed Methods Certificate. The podcasts focus on content relevant to designing and implementing a mixed methods research approach in social work. The podcasts involve participants in learning about core concepts and applications.

Currently, there is limited specialized training available for practitioners regarding suicide prevention. Practitioners including frontline interprofessional responders (community first responders, medical providers, mental health and public health practitioners) as well as administrators and leaders (school principals, medical directors, tribal and community leaders) are individually and collectively critical for preventative and health promotion efforts. This 4-hour interactive workshop provides a unique opportunity for participants to explore evidence-based approaches to suicide prevention across the spectrum from universal approaches to selective strategies, including postvention to reduce risk in the aftermath of a suicide. The workshop will highlight considerations for collaborative intervention at multiple-micro, mezzo and macro-levels and across disciplines or roles. The workshop will use interactive learning, application to case studies and interprofessional dialogue to translate knowledge and research into practical skills relevant to participant's particular practice setting.

Understanding and supporting athletes and their overall health and welfare has been a prominent specialty service area that social workers have formally and informally navigated for decades. And today, the need for sports social workers with advanced training has never been more requested across sport settings (youth, collegiate, professional, and geriatric). Research currently suggests that: (1) athletes engage in sport across the lifespan to foster a greater sense of belonging and social connection; (2) athlete mental health needs are increasing and licensed, mental health providers are needed to meet this growing demand; and (3) athletes are using their platform to address social injustices and bring awareness to long-standing disparities across our country. As established agents of change, social workers uphold the profession's mission and core values, while having an expansive scope of practice to improve outcomes for individuals, communities, and the larger society.

The Council on Social Work Education (CSWE), American Psychological Association (APA) and other adjacent accrediting bodies do not currently require mental health professionals to engage in curriculum specific to understanding sports across the lifespan. This program was created with the intention of advancing social workers knowledge, skills and abilities as it relates to sports.

Participants will:
- understand the history of sport social work in the United States,
- develop a functional working knowledge of the roles that sport social workers play across all levels of social work practice;
- promote healthy relationships, encourage help-seeking behaviors, and establish and implement strategies for mental health programming that aligns with the mission and structure of an organization;
- understand the role sport plays in athletes' identities across the lifespan, embracing the “Once an Athlete, Always an Athlete" approach;
- apply evidence-informed practices in clinical settings, research and social justice advocacy.

The certificate program is taught by nationally-recognized leaders in sports and will cover program development and implementation, mental health symptoms and how they manifest in athletes, crisis management, integrated care models currently utilized, sport performance skills, communication and relationships on teams, ethical research practices, the value of sport and social justice advocacy, identity and transitions, nutrition, concussion management, sleep, and more!