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.
January 19, 2017 - 12:00pm
This one hour webinar will provide an overview of the principles of bioethics and discuss the concept of 'being a professional'. Case examples are used to illustrate how these concepts apply to patient care and medical decision making.
This course is offered online. Information regarding how to access the course will be provided one week prior to the course date.
January 20, 2017 - 1:00pm to 4:15pm
Infants and toddlers in the child welfare system face unimaginable challenges when they are asked, often repeatedly, to separate from the familiar or loved and "attach" to a new caregiver. Unless their process of grief and mourning is recognized and supported, they will be unable to form new, healthy relationships. This workshop will assist child welfare professionals to notice the indicators of infant and toddler mourning, and to support new caregivers in providing the environment and relationship that will allow the child to fall in love with a new caregiver.
February 10, 2017 - 9:00am to 4:00pm
The overall goal is for participants to increase their personal financial literacy. Training will help social workers understand how to 1) understand and assess household financial security; 2) identify services and resources to boost financial security; and 3) intervene by offering limited financial counseling and/or making appropriate referrals. Participants will also gain awareness of financial social work as an emerging field of practice, which includes interpersonal, community, and policy practice interventions for promoting household financial security and resources for seeking more in-depth training and professional credentialing.
February 11, 2017 - 9:00am to 5:00pm
This course 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 course will examine multiple risk factors that impact transgender youth from a solution-focused lens. These risk factors include a 40 percent rate of attempted suicide, increased incidence of homelessness, school bullying and harassment, increased vulnerability to hate crimes (including assault, sexual assault and murder). Family relationship dynamics, along with strategies to increase family support, will be explored with an emphasis on increasing parental capacity to support the transgender youth. Family acceptance is a protective factor that is associated with a decrease in transgender youth homeless and a decline in the frequency and severity of mental health issues and an increase in overall wellness. Strategies to support and build upon family and school connectedness will be examined in this mini course.
This mini course will also examine be the specific concerns that apply to transgender children younger than age 13. Understanding gender identify at younger ages will be explored, along with specific facts about working within elementary and preschool setting, and offering long term guidance and planning recommendations to parents and children that are developmentally appropriate.
The gender transition process will be reviewed - social, legal, medical aspects, with examination of the role of the SW.
February 11, 2017 - 9:00am to 5:00pm
Evidence suggests that women face unique leadership challenges. Marginalization based on gender, family and work priorities, and societal expectations create a system that hinders the maximization of leadership potential. In addition, women bring diverse capabilities and hold unique characteristics in the work world today. Community benefit organizations must leverage this diversity of leadership to improve decision making, tap into diverse points of view, and inspire social change. This course will examine the social, structural and personal dynamics that differentially impact women and men as leaders. It will prepare all students to identify and harness the specific needs and capabilities of women. It will provide the knowledge and skills to succeed and contribute added value in their roles as leaders at any level.
February 15, 2017 - 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.
March 3, 2017 - 8:00am to 12:00pm
This course is designed to introduce social workers to the dynamics of patient provider communication and its importance in improving health care outcomes with a particular emphasis on African American patient experiences. Attendees will learn about the models of communication that provide the highest quality of care, what patients really perceive when facing specific clinician verbal and non-verbal behaviors, and the short and long-term physical and mental health outcomes associated with varying levels of patient-provider communication. The communicative role of social work on health care teams will be discussed as well as strategies for advocating for patients with limited communication skills or few companions and caregivers present to augment patient-provider interactions. Specific research conducted by the instructor on African American men's health communication will be presented in the context of lessons learned about patient and provider communication patterns in the context of cancer care, primary care, mental health discussions, and family interactions.
March 10, 2017 - 9:00am to 5:00pm
A growing body of research documents the positive health and mental health benefits of participating in organized sports and recreation. 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 life span and from different ethnic and socioeconomic groups. This workshop will examine 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, individuals with disabilities and other special populations will be highlighted.
March 11, 2017 - 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.
March 24, 2017 - 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.
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.