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Weekend B:


Thursday, June 18, 9 a.m. to 4 p.m.

15-211b: Course Closed
Assessing the Risk: Interviewing, Understanding and Managing Suicidal and Self Injurious Clients

Kirk Woodring, M.S.W., L.I.C.S.W., C.G.P.

Although suicide rates over the past decade have gradually declined, suicide attempts, and parasuicidal behavior, continue to increase in frequency across the country. Assessing for risk requires not only understanding the intensity of ideation, the plan, and the means, but also knowledge of cultural, racial and socio-economic pressures that may potentiate risk. This workshop will provide an analysis of the clinical and social factors influencing risk, as well as tools to use for interviewing and intervening with high risk individuals.

Learning Objectives and References

Faculty: Kirk Woodring, M.S.W., L.I.C.S.W., C.G.P. is the Senior Director of Access, Evaluation, Ambulatory and Security Services at the Brattleboro Retreat in Brattleboro, Vermont and is the author of “Assessing the Risk: Suicidal Behavior in the Hospital Environment of Care” (HCPro, 2011). Mr. Woodring is an Adjunct Associate Professor of Social Work at Smith College, where he teaches courses in group theory, group therapy and crisis intervention. His experience in risk assessment includes supervision of psychiatric crisis services in Massachusetts, and consultation for numerous state and national organizations providing following natural and human caused disasters.


15-212b: Course Closed
How to Listen and What to Listen for: Contemporary Psychodynamic Practice

Anne Rocheleau, Ph.D.

Freud described the importance of the analyst engaging with “evenly hovering attention.” Bion encouraged clinicians to “listen without memory or desire” and Reik, described “listening with a third ear.” Today, Ogden speaks of the clinician cultivating a capacity for reverie when listening to patients. In a separate community, the contemplatives teach mindfulness as key to making contact with direct experience. This course will introduce student-clinicians to the art and science of listening psychoanalytically. Through theory, case studies, process material and film, we will explore “how to listen” and “what to listen for”. We will engage with clinical material experientially and theoretically, as we develop an “ear” for unconscious expression and cultivate a capacity for reverie - in some attempt to gain a better understanding of what it means to listen for affect, defense, transference/countertransference, and projective identification. Our readings will include classic texts (e.g., Freud, Reik) as well as contemporary writings on psychoanalytic listening (e.g., Ogden, Ahktar, Jacobs).

Learning Objectives and References

Faculty: Anne Rocheleau, Ph.D. is a clinical psychologist and psychoanalyst in practice in Berkshire County where she treats children, adults, couples and families. She is a faculty member at the Berkshire Psychoanalytic Institute and adjunct faculty at the Austen Riggs Center. She trained at the Berkshire Psychoanalytic Institute, the Austen Riggs Center, Dartmouth Medical Center and Duke University.


15-213b: Treatment of Anxiety: An Integrative Approach

Joan Granucci Lesser, Ph.D.

This course will discuss the treatment of anxiety within an integrated theoretical framework, including psychodynamic and cognitive behavioral approaches. Attention will be given to the application of theory to practice with children, adolescents and adults through video, case examples and class discussion. Consideration will be given to culture in the treatment of anxiety.This course is directed toward those mental health clinicians with some experience who are interested in deepening their practice within an eclectic theoretical framework. Participants are invited but not required to bring cases from their own practice.

Learning Objectives and References

Faculty: Dr. Joan Granucci Lesser is founder and clinician with The Pioneer Valley Professionals, a multidisciplinary community-based mental health practice in Holyoke. She has over 30 years experience treating anxiety in children, adolescents and adults. Dr. Lesser was previously on the resident adjunct faculty at Smith College School for Social Work. She is currently on the adjunct faculty at the University of Connecticut School of Social Work and the Massachusetts Institute of Psychoanalysis (MIP) - West. Dr. Lesser has presented her work nationally and internationally and is the author of several books, text chapters and articles.


15-214b: Course Closed
Groups with Children and Adolesents

Alison Berman, L.I.C.S.W.

This course will begin with an overview of a framework to view groups with kids and adolescents and look at the importance of group dynamics and group development within a group setting. We will discuss different types of groups and ideas for facilitating groups in a variety of settings. Groups should be fun and children should enjoy coming to a group. This course will be very experiential and utilize a number of activities that participants can use with their own groups. Participants will leave having experienced a number of activities themselves and will know how to use the activities in their own groups to further the group process and dynamics -- and to make groups fun for children.

Learning Objectives and References

Alison Berman, L.I.C.S.W., specializes in working with children and adolescents in a variety of settings. She currently works in a number of schools settings providing consultation, supervision, group therapy and individual work. She also sees clients on an outpatient basis and works in an adolescent peer-mentoring program.


Friday, June 19, 9 a.m. to 4 p.m

15-221b: Course Closed
Queer Theory, Queer Practice: Queering Social Work

Davey Shlasko, M.Ed.

In this session we’ll discuss some key approaches of queer theory and apply them to the field and practice of social work. Drawing on techniques of “queer reading” and inquiry, and on the experiences of everyone in the group, we’ll address questions like: How have our understandings and definitions of gender and sexual identities evolved over time, and how are the histories of these categories relevant today? What does it look like when we really understand identities as non-binary, non-essential, socially constructed and performative? What do these queer understandings teach us about our work with individuals and groups, and about our role as helping professionals? How can we work effectively with people who understand their identities queerly, and how might queer theory complicate our assumptions about what it means to work effectively with anyone?
Expect a highly interactive day, with a combination of activities, reflection, small- and large-group discussions, and lively theory presentations. This session is appropriate for those with no academic background in queer theory, as well as those already familiar with queer theory who want to think about its application to social work.

Learning Objectives and References

Faculty: Davey Shlasko, M.Ed., is an educator, author and consultant, whose passion is facilitating group learning in the context of social movements. Davey’s work combines dialogue, expressive arts, popular education and practical skills building to help groups deepen their understanding and practice of social justice principles. Davey has served in numerous human services roles and has written about queer pedagogy, classism, trans movement building, and how to be a trans ally.


15-222b: Course Closed
Ethical Decision-Making in Health Settings: Applying Tools from Bioethics to Social Work Practice

Danae Dotolo, M.S.W.

As health care technologies change and life-spans increase, more and more complex issues arise in social work practice; decision making for individuals and their family members becomes increasingly complicated. Traditionally the field of bioethics has relied on contributions from philosophy, theology and the medical professions, with limited involvement from social workers. However, as complexity in care increases ethical decisions require increasingly broad and interdisciplinary approaches. Social work and its ethical commitments, ecological approach and emphasis on “person-in-environment” is well poised to provide rich contributions and participate fully in ethical decision making in health care settings. While the NASW Code of Ethics provides important standards for ethical practice and professional behavior, it does not always provide clarity or guidance about what to do when complex ethical issues arise. This training will introduce participants to bioethics, including the commonly referenced four principles of bioethics, as well as ethical decision-making tools and approaches to bioethics needed in a healthcare setting. Participants will have the opportunity to practice incorporating principles of bioethics and ethical decision-making tools with case-based studies. The aim of this workshop is for participants to feel confident in their ability to engage in systematic ethical decision making in practice, and to more actively engage in ethics consults and as members of ethical committees. This will be an interactive session drawing on complex and contextually diverse situations

Learning Objectives and References

Faculty: Danae Dotolo is a doctoral student in social welfare and a recent graduate of the bioethics program (MA) at the University of Washington (UW). Danae’s interests reflect the integration of her multidisciplinary training. She is interested in ethics, ethical decision making, social justice, and social inequalities in health. Danae has worked as a research coordinator with the UW End-of-Life Care Research Program and as a public policy advocate with the Arizona Coalition Against Domestic Violence.


15-223b: Exploring the Narrative Elements of Clinical Social Work

Mary Sormanti, M.S., Ph.D., M.S.W.

Storytelling is universally recognized as an essential component of individual and relational development across the life span. Stories are written and told for many reasons and in many contexts including the professional therapeutic relationship. In this workshop participants will learn about the key narrative elements that are the building blocks of stories, and consider ways these can be accessed and engaged with to enhance clinical work and inter-professional collaboration. Inter-subjectivity, co-construction, language, and awareness are among the issues that will be explored. While the instructor will provide a detailed overview of the conceptual material, the workshop will be highly interactive throughout. Participants will be invited to engage in guided independent and joint narrative activities (e.g. close reading of passages from clinical and literary writing, reflection) and ensuing discussion about the impact, insights, and potential applications to their own clinical work and to social work practice in general. Finally, one foci of the workshop is the well-being of professional caregivers. During this segment of the workshop, participants will be introduced to a number of carefully-chosen texts that will facilitate consideration of their own professional stresses, vulnerabilities and strengths. By the end of the workshop participants will understand the elements of narrative-based interactions, experience first-hand their enormous potential for insight, renewal and sustenance, and generate ideas for applying these in their own clinical work.

Learning Objectives and References

Faculty: Mary Sormanti, MS, Ph.D., MSW, is Professor of Professional Practice at Columbia University School of Social Work in New York. Professor Sormanti has hospital- and community-based clinical experience in oncology, end of life, grief, and trauma. She has taught graduate courses and published in each of these specialty areas and is a graduate of the Program in Narrative Medicine at Columbia University.  She maintains clinical licensure in New York and Massachusetts.

15-224b: The Role of Emotion in Therapeutic Action

Erica Zinter, L.I.C.S.W.

The purpose of this seminar is to integrate and explore findings from current research in affective neuroscience, attachment theory, emotion theory, child development theory, trauma studies, mindfulness, spirituality and somatic focusing to explore how experiencing and processing emotion in the therapeutic dyad promotes healing and growth. A core principal of this course rests in current affective neuroscience that demonstrates the brain’s capacity to change across the life cycle, that is, in the brain’s plasticity. We will explore how the therapeutic relationship becomes the matrix from which these internal neural and physiological resources, hard wired in the mind and body, can be accessed and dyadically regulated to potentiate change and transformation. The fundamental role of the attuned other in the ongoing rhythm of dyadic coordination, spontaneous rupture and repair will be made explicit through videotaped vignettes of actual therapy sessions. We will discuss and delineate the differences between healing affect and pathogenic affect and explore the specifics of clinical stance, technique and intervention. Classroom methods will include lecture, small group discussion, experiential exercises, videotapes and case presentation.

Learning Objectives and References

Faculty: Erica Zinter, L.I.C.S.W., is the co-founder and co-director of the Center for Integrative Health in Hanover, NH, a treatment and training center specializing in the treatment of complex trauma. Erica received her MSW in 1997 from the Smith College School for Social Work, where she currently serves as a guest lecturer. Erica is grounded psychodynamically and practices from multiple experiential modalities to help facilitate healing and transformation. Erica practices in Hanover and Keene, New Hampshire.


Saturday, June 20, 9 a.m. to 4 p.m.

15-231b: Course Closed
Attachment-Based Couple Therapy
with Redeployed Military and Veteran Couples

Kathryn Basham, M.S.W., L.I.C.S.W., Ph.D.

Dr. Basham will introduce a couple therapy practice approach grounded in a synthesis of attachment, trauma, neurobiological and cognitive-behavioral theories where one or both partners have experienced post-traumatic stress or post-traumatic stress disorder related to deployment. Co-occurring issues related to depression, moral injury, traumatic brain injury and intimate partner violence are addressed. The model is “relationship-based, culturally-responsive, theoretically grounded and research informed.” This trauma-informed phase oriented approach attends to issues of safety, self-care, affect regulation and re-engaging in Phase I; reflection on a trauma narrative, meaning-making and grieving in Phase II; and reconsolidating, re-connecting and negotiating complex social identities in Phase III. Effects of both caregiver satisfaction as well as secondary trauma are explored along with methods to address clinician responses.

Learning Objectives and References

Faculty: Dr. Kathryn Basham, M.S.W., L.I.C.S.W., Ph.D. as Professor, Co-Director of the Doctoral Program and Editor of the Smith College Studies in Social Work, engages in research, writing, clinical social work practice and education related to the effects of deployment and combat stress on servicemembers, Veterans and their families. She has been appointed to three congressionally mandated committees with the Institute of Medicine, National Academies of Science, charged with the mandate to explore research endeavors relevant to the health and mental health treatment of military families, yielding four co-authored books on these topics. She served on the Steering committee to design military social work competencies for the Council in Social Work Education and participate on the expert panel for credentialing in military social work with the National Association of Social Workers. Dr. Basham has received the honor as distinguished clinical practitioner with the National Academies of Practice and has co-authored a text titled Couple Therapy with Survivors of Childhood Trauma that describes this model grounded in neurobiology as well as attachment and trauma theories . She has written and presented extensively on these topics and presented in both national and international forums, including consulting with the Canadian Forces.


15-232b: Course Closed
Integrating Art Therapy into Clinical Treatment

Laura Seftel, MPS, ATR-BC, LMHC

Many clinicians who utilize art in their practice have questions about how to select appropriate interventions, discuss the finished product with clients, and use art for assessment. This course provides the opportunity to consult with an experienced art therapist on the best practices for integrating art-making into treatment with clients of all ages. Because non-verbal modalities are best learned through a hands-on approach, participants are invited to engage in exercises to experience their advantages and challenges. A slide presentation of client artwork is also included. Participants acquire not only a deeper understanding of the creative process, but specific art therapy techniques they can apply in their current work.

Learning Objectives and References

Faculty: Laura Seftel, LMHC, ATR-BC is a Licensed Mental Health Counselor and Board Certified Art Therapist in practice for almost 30 years. She is an experienced instructor, trainer and clinical supervisor, and has presented to agencies and colleges throughout the Northeast. Laura has been a national speaker for the American Art Therapy Association and is the author of the book Grief Unseen: Healing Pregnancy Loss Through the Arts. She sees adults in her studio-based private practice, and is the Senior Clinician at the Children's Clinic in Northampton, MA.


15-233b: Course Closed
Building Connections Within Families Affected By Addiction

Nora Padykula Ph.D. L.I.C.S.W.
Rose Sullivan Ph.D., L.I.C.S.W.

Families suffering from addiction experience debilitating consequences to the very core of family interactions: their capacity to connect. In the face of parental addiction, children are often called upon to manage situations and interpersonal interactions that exceed their years and abilities. This workshop will focus on the experiences of the child and the caregiver, and the interactions within the dyad. The neurological consequences of chronic emotional dysregulation in children will be presented, and the Self-Regulation Model of Attachment Trauma and Addiction in adults. These concepts will be applied to the parent-child relationship and the process of co-regulation. To heighten practice application, participants will gain skills in being able to identify the attachment styles and patterns of relating used by addicted family members and those who love them. The presenters will illustrate both play therapy and family therapy techniques that can assist children and their parents with integrating and processing challenging life experiences. Biopsychosocial strengths and vulnerabilities will be examined, and the role of the social worker in helping build individual and family resiliency.

Learning Objectives coming soon!

Faculty: Nora LaFond Padykula, Ph.D., LICSW is the Director of the Baccalaureate Social Work Program at Westfield State University. Her teaching focus is in the practice and field education sequences of the baccalaureate program, and she teaches Dual Diagnosis for MSW students at Smith College. Her clinical experience centers on mood disorders, psychological trauma, and substance abuse. She has worked in crisis intervention clinics, prisons, partial hospitalization programs, and outpatient clinics. Trained in Dialectical Behavioral Therapy, EMDR, Critical Incident Stress Debriefing, and Psychodynamic Psychotherapy, she brings a great deal of experience to her teaching. Her research interests are informed by her clinical work and include: the intersection between attachment trauma, self-regulation, and addiction as well as applying attachment theory to the development of emerging social workers and mastery of practice competencies. She received her MSW from Springfield College and her Ph.D. from Smith College School for Social Work.

Faculty: Rose Sullivan, MSW, PhD is an assistant professor in the Baccalaureate Social Work Program at Westfield State University.  Rose received her MSW from the University of North Carolina at Greensboro, and her PhD from the Smith College School for Social Work.  As a clinician for a number of years, Rose’s clinical experiences have focused on children and families involved in the foster care system.  Rose is particularly interested in using trauma informed clinical approaches with family systems and coaching non-abusive caregivers to provide better support for traumatized children.


15-234b: Course Closed
Autism Spectrum Disorder (ASD): Assessment, Diagnosis, and Early Intervention

Dr. Caroline Phillips, MPhil, D.ClinPsy

Approximately 1 in 88 American children have a diagnosis of autism (ASD). Although it appears to have a biological base, which affects very early brain development, the most obvious signs and symptoms tend to emerge between 2 and 3 years of age. Studies show that early treatment improves outcomes, often dramatically. This highlights the importance of recognizing the early signs of autism and providing early intervention services. This course discusses ASDs, their symptoms, and research surrounding etiology. Through readings, video and group discussion it will examine ASDs throughout the lifespan and address the complexities of differential diagnosis, including the impact of DSM V. The course will provide a comprehensive introduction to the recommended assessment tools (including the ADOS and ADI) and will provide participants with knowledge to support early detection and intervention. A range of evidence-based treatment approaches will be discussed in addition to the impact on the family of receiving a diagnosis and living with a child with special needs.

Learning Objectives coming soon!

Faculty: Caroline Phillips, MPhil, D.ClinPsy is a clinical psychologist from the UK. She has completed a three-year course of study in Parent-Infant Psychotherapy at the Center for Psychoanalytic Training and Research at Columbia University and a two-year post-doctoral research fellowship at the Seaver Autism Center at Mount Sinai School of Medicine. She has provided training for health professionals both in the US and the UK. Her clinical experience and interests include infant and parent mental health, children with special needs, and early intervention.


15-235b: Course Closed
A Clinically Meaninful Understanding of People with Disabilities and the Impact of Ableism

AdreAs Neumann Masic, Ph.D.

In this seminar we will review the evolution of disability as an identity, a community and a field of study. We will examine the impact of disability and ableism from a sociopolitical perspective and a psychodynamic perspective and we will identify the ways in which disability and the impact of ableism can shape clinical themes.   Finally, we will develop a dimensional framework for providing informed and meaningful care to this diverse community of people.

Learning Objectives and References

Faculty: AndreAs Neumann-Mascis, Ph.D., is a clinical psychologist with areas of specialty that include gender variance, trauma and physical and psychiatric disability.  Dr. Neumann- Mascis has been working as a provider, educator and activist since 1992 and has had access to working with people in a wide range of setting including in-patient hospital units, community mental health settings and street level outreach and shelter programs.

Dr. Neumann-Mascis founded and developed The Meeting Point: a Multidimensional Center for Healing and Growth in Jamaica Plain, MA. The Meeting Point serves the LGBTQ community, survivors and the disability community, and is growing to meet the unique strengths and needs of queer people and their allies through community activity and personalized approaches to wellness.