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09-311c
Childhood Trauma: Impact, Brain development and Treatment
Eileen Messer, M.Ed., L.M.H.C.
NOT AVAILABLE
This seminar will look at children and trauma and the various ways trauma effects development. We will consider how different types of trauma have varying impacts on the developing brain, physiology and attachments. We will distinguish between the two categories of trauma which will include trauma in the attachment relationship. The various evidenced based treatments will be explored. We will look at when these treatments are appropriate and when other interventions are necessary.
Eileen A. Messer, M.Ed., L.M.H.C. - Senior Child Psychotherapist, The Children’s Clinic, Cutchins Programs for Children and Families; former Expert witness, Franklin and Hampshire County Probate Court; lecturer.
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09-312c
Orientation to the Field
(for Smith Field Affiliates)
Carolyn S. du Bois, M.S.W., L.I.C.S.W.
Anthony C. Hill, M.S.W., L.C.S.W.
(Limited to Smith Field Affiliates only)
This course will provide an orientation to the Smith College School for Social Work and address the general principals of supervision with a particular focus on the development of the supervisory relationship. The course will concentrate on assessment of supervisory/student teaching/learning styles, principles of adult learning, stages of clinical learning, boundaries within the supervisory relationship, the use of educational learning tools including process recordings/role play and the role of evaluation. The central issues of diversity in the supervisory process and meeting the needs of the agency, supervisor and students will also become major areas of attention. The format will include mini lecture, video material, case vignette(s) and group discussion. Participants are encouraged to bring examples and dilemmas from their own experience. (This course is ONLY open to those supervising for Smith College School for Social Work students.) For those interested in further expanding their supervisory skills, please note that this course serves as a prerequisite for course 06-39c Dilemmas, Explorations and Questions in the Changing World of Supervision.
Faculty:
Carolyn S. du Bois, M.S.W., L.I.C.S.W. - Clinical Associate Professor and Director of Field Work, Smith College School for Social Work.
Anthony C. Hill, M.S.W., L.C.S.W. - Anthony has extensive experience in both the fields of social work and education and has been employed as a clinician, case manager, adjunct faculty member, school social worker, assistant principal and principal. He works as the associate director of field work at Smith College School of Social Work. He received his Master of Social Work degree from University of Pennsylvania, and is currently a doctoral student at the University of Massachusetts at Amherst.
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09-313c
Introduction to Child Advocacy
Theodor Liebmann, J.D.
Marsha Kline Pruett, Ph.D., M.S.L.
NOT AVAILABLE
This interdisciplinary course introduces social workers to the legal systems which handle problems of child abuse, family violence and child custody disputes related to divorce and separation. The course is team taught by experienced lawyers and mental health professionals who have an expertise in working with children, family violence problems and with families experiencing divorce and separation. The course emphasizes two issues especially important in cases involving children: ethical and responsible interdisciplinary collaboration, and the role of the child's lawyer. The class will analyze and assimilate the facts of a complex case file, including a forensic evaluation, which raises issues of parental substance abuse, domestic violence and education related problems.
Faculty:
Theodor Liebmann, J.D. - Director of the Hofstra University Child Advocacy Clinic. Prior to his current position at Hofstra, Atty.Liebmann was a lawyer for children in maltreatment and juvenile delinquency cases at the Manhattan office of the Legal Aid Society’s Juvenile Rights Division. He also serves as Co-Director of the National Institute for Trial Advocacy’s Training the Lawyer to Represent the Whole Child program, frequently leads workshops on topics such as the role of the law guardian and immigrant youth issues, and co-authors regular columns in the New York Law Journal on children and the law. He has written in the areas of the overlap between child welfare and immigration law, the impact of family law legal standards on the physical and emotional well-being of youth and children, and ethical problems in the representation of children.
Marsha Kline Pruett, Ph.D., M.S.L. - Maconda Brown O’Connor Chair at the Smith College School for Social Work; former member of the Department of Psychiatry at the Yale School of Medicine. Interests focus on family relationships and transitions, and the interactions between families and the primary systems of which they are a part. Recipient of numerous federal, state, and private foundation grants, and is known nationally for the development, implementation, and evaluation of preventive interventions in schools and courts. Her writings include over 50 articles, chapters, and a co-authored book, Your Divorce Advisor: An Attorney and Psychologist Lead You Through the Legal and Emotional Landscape of Divorce (2001 by Simon and Schuster). She is currently part of an intervention and evaluation team for the California Fatherhood Involvement project, aimed at promoting father involvement in Family Resource Centers to reduce incidence of child abuse and neglect.
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09-314c
Enhancing Hope in the Therapeutic Relationship: A Brief Solution Focused Therapy Seminar
Susie Ryder, L.C.S.W.
In this workshop, participants will actively learn about the Brief Solution Focused Therapy (SFBT) model in regards to a historical overview, assumptions, structure and elements of SFBT therapeutic sessions. Participants will be re-invigorated in their therapeutic work to instill hope and confidence in their clients. This class will include dynamic presentations of the model, interactive exercises and videos of the SFBT "Masters". There will also be opportunities for case consultation through the Solution Focused Brief Therapy lens.
Faculty: Susan Ryder, L.C.S.W. - The Mental Health Center Serving Boulder and Broomfield Counties, Boulder, CO; Team Leader, Intervention/Prevention Team. Couple's Therapist/Coach, The Divorce Busting Center, Boulder, CO. Faculty Field Advisor and Admissions Reader, Smith College School for Social Work.
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09-321c
Therapeutic Uses of Writing
Carol Edelstein, M.S.W., L.I.C.S.W.
NOT AVAILABLE
This highly interactive and experiential workshop is designed to introduce therapists who do not routinely use writing as part of therapeutic practice to ways in which it may be incorporated safely and well into ongoing treatments, and to offer a forum for exchange and sharing amongst those who already include this medium.
Faculty: Carol Edelstein, M.S.W., L.I.C.S.W. - Private Practice, Northampton, MA; Clinical Social Work and Clinical Social Work Supervisor, Holyoke, MA; Adjunct Assistant Professor, Hampshire College, Amherst, MA; Freelance editor and consultant.
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09-322c
The Social Ecology of Disaster:
Response, Healing and Capacity Building
Joshua L. Miller, Ph.D.
NOT AVAILABLE
This course will consider the social ecology of disasters, ranging from Tsunami's to terrorism. Participants will learn about different kinds of disasters, typical reactions to disasters, and ways that social workers can help people to recover from disasters. Using a public health perspective and a social ecology framework, participants will explore how direct interventions as well as psychosocial capacity building can occur in a variety of domestic and global contexts and how services can be offered in a culturally responsive fashion, fostering resiliency and self-sufficiency. The course will explore the interaction of social, psychological, economic, political and cultural factors that influence how individuals, families and communities respond to disasters, including how they construct the meaning of a disaster. Case examples from 9/11, Hurricane Katrina, the Asian Tsunami and the armed conflict of Northern Uganda will be presented to exemplify dilemmas, issues and approaches.
Faculty: Joshua L. Miller, Ph.D. is a member of the resident faculty of the Smith College School for Social Work and is Chair of the Social Policy Sequence. His areas of interest are anti-racism work, the social ecology of disaster and mental health responses to community disasters. He has co-taught the School's foundation anti-racism course for 12 years, and also teaches a course on disaster mental health. He co-edited a book on violence in schools and co-authored a book about racism in the United States for social workers and other human service workers. He has worked in Eastern Sri Lanka and Northern Uganda where he collaborated with local colleagues to promote the interaction of psychosocial healing with local cultural practices and the quest for reconciliation and social justice. Recently he has been working with colleagues in China to plan and implement psychosocial capacity building projects in communities damaged by the recent earthquake in Sichuan Province. He has published numerous articles and regularly presents at conferences and in the community and is currently writing a book on disasters and psychosocial capacity building.
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09-323c
Principles and Practices of Motivational Interviewing
Jan Levine, M.Ed., B.C.D., L.I.C.S.W.
Motivational Interviewing , often called Motivational Enhancement Therapy, has proven useful in building motivation to change a variety of health related behaviors such as smoking cessation, problematic alcohol and drug use , diabetic non-compliance, to name a few. This method offers an overview for understanding the challenge that change presents, and delivers some extremely useful strategies while avoiding therapeutic impasses between client and therapist.
Faculty: Jan Levine, M.Ed., B.C.D., L.I.C.S.W. - Adjunct faculty, Smith College School for Social Work, has been teaching, training, and providing consultation to clinicians and schools on Substance Use Disorders for over two decades. Editorial Board member, Smith Studies in Social Work. Private practice, South Deerfield, MA.
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09-324c
Creative Practice Interventions for Clinicians Utilizing the Creative Arts
Manfred Melcher, M.S.W., L.I.C.S.W.
Robert Zucker, M.A., L.C.S.W.
NOT AVAILABLE
Helping professionals are continually struggling to find effective interventions designed to help clients bring about positive change. No matter what primary “school” of therapeutic perspective a therapist comes from, a cross-fertilization of knowledge fosters a richer skill-set for use in clinical settings. This is especially true when the creative arts are considered for their potential clinical value. This full-day seminar is designed to help the participant understand the benefits of creative techniques and exercises drawn from the creative arts tradition. We will explore actor exercises from the theater, music improvisation and visual art techniques to discover ways of using these traditions in clinical settings. Participants will receive a mix of lecture, case presentations and active group participation. Case scenarios will be used to help the participant see the techniques in action and process their use. Attendees will leave with a fresh, new approach for working with clients and will be energized, inspired and confident in using a new array of interventions and practice techniques. Come dressed comfortably: this is an active and fun-filled seminar.
Faculty:
Manfred J. Melcher, M.S.W., L.I.C.S.W. maintains an independent practice in Easthampton, MA. Serves as an Adjunct Faculty member for the Smith College School for Social Work and is the author of Becoming A Social Worker.
Robert Zucker, M.A., L.C.S.W., Fellow in Thanatology - Grief counselor, writer and teacher. Received two Testimonials of Appreciation from the American Hospital Association and two blue ribbons from the New England Healthcare Assembly for work in the field of death and dying. The working title of his new book is Grieving Hand in Hand: How to Help Yourself and Your Child When Grief is Shared (St. Martin’s Press, publication pending).
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09-325c
Modern Divorce Advocacy
J. Herbie DiFonzo, J.D., M.A., Ph.D.
Marsha Kline Pruett, Ph.D., M.S.L.
NOT AVAILABLE
This intensive training based course provides social workers with an introduction to the practice of divorce law. The course begins with an overview of applicable law.
Students explore the divorce process with an interdisciplinary focus on how to effectively communicate with court appointed mental health and financial professionals, as well as hired consultants in the same fields. They also explore client counseling and alternative dispute resolution (negotiation and mediation) representational skills.
Much of the course is centered on alternative dispute resolution. By participating in a mediation, students will improve their counseling and mediation advocacy skills and familiarize themselves with different mediation strategies. The course is team taught by lawyers and MHPs professionals who possess expertise in working with children and families experiencing divorce.
The course provides a unique opportunity for students to work closely with experts in the field of divorce law and improve their own skills through hands on experience.
Materials for the course include a specially prepared case file with an interdisciplinary focus and selected readings.
Faculty:
J. Herbie DiFonzo, J.D., M.A., Ph.D. - Hofstra University School of Law faculty member. Interests include family law, civil procedure, juvenile justice, comparative law, and legal history. Following law school graduation, he was selected to serve as an Attorney General’s Honors Law Graduate at the United States Department of Justice. He had a wide-ranging two decades of law practice before becoming a full-time professor, including stints as a federal prosecutor and as a litigator in the areas of family law, criminal defense, negligence, and professional malpractice. From 1995-2003, he served as Director of the Criminal Justice Clinic. From 2005-2008, he served as Director of the LL.M. Program in Family Law. Atty. DiFonzo has published broadly on issues in family law and criminal justice. He served as the Co-Reporter (with Prof. Mary E. O’Connell) of the Family Law Education Reform (FLER) Project, a national effort to improve family law teaching, and for which he and Prof. O’Connell jointly received the 2006 Stanley Cohen Distinguished Research Award.
Marsha Kline Pruett, Ph.D., M.S.L. - Maconda Brown O’Connor Chair at the Smith College School for Social Work; former member of the Department of Psychiatry at the Yale School of Medicine. Interests focus on family relationships and transitions, and the interactions between families and the primary systems of which they are a part. Recipient of numerous federal, state, and private foundation grants, and is known nationally for the development, implementation, and evaluation of preventive interventions in schools and courts. Her writings include over 50 articles, chapters, and a co-authored book, Your Divorce Advisor: An Attorney and Psychologist Lead You Through the Legal and Emotional Landscape of Divorce (2001 by Simon and Schuster). She is currently part of an intervention and evaluation team for the California Fatherhood Involvement project, aimed at promoting father involvement in Family Resource Centers to reduce incidence of child abuse and neglect.
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09-331c
Applying Psychoanalytic and Attachment Perspectives to the Treatment of the Parent/Child Dyad
Marcia Black, Ph.D.
In clinical practice and research, the focus with troubled children frequently remains primarily with the child. The therapeutic approach with parents often leans towards the educational: parents are guided towards better parenting skills and educated about the attachment needs of their child. The attachment dilemmas that parents themselves bring to parenting frequently go unaddressed, both in the process and the content of psychotherapy. Without providing a safe, empathic and informed space in therapy for the parent to explore and modify their own attachment dilemmas, and how these dilemmas interact with their child’s dilemmas, both parent and child can feel they have failed each other. In the first part of this seminar, we will look at psychoanalytically-informed treatment of mothers as well as attachment-informed family therapy. In the second part of the seminar, we will apply these perspectives to several case studies provided by the presenter, as well as to cases provided by participants. Through this exploration, participants will learn how the modification of parent’s attachment pain can help modify and/or resolve problems as varied as anorexia, oppositional/defiant disorder and the amplification of adolescent crises in adoptive children.
Faculty: Marcia Black, Ph.D. - psychologist in private practice, Amherst, MA; works with adults and families, with dual specialties in attachment and bereavement; consults with clinics and schools. Research focus on the meaning, practice, and experience of mothering for women who were maltreated as children.
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09-332c
Mindfulness Practice for Adults and Adolescents
Bonnie Atkins, L.I.C.S.W.
Mindfulness is at the core of many treatments and clinicians are often asked to incorporate mindfulness practice in groups or as a skill in individual psychotherapy. Learning to attend, to fully participate, and to notice are often skills that clients do in everyday life but do not know how to direct or apply in psychotherapy. Likewise, many social workers practice meditation or relaxation but have not had an opportunity to teach their skill to clients. Teaching mindfulness as a skill and not necessarily as a spiritual practice enhances the capacity to notice, describe and participate. This course will focus not so much on the WHYs of mindfulness but on the WHATs and HOWs as conveyed by Dr. Marsha Linehan in Dialectical Behavioral Therapy. We will spend the full day practicing mindfulness and will discuss how best to teach and practice mindfulness with clients and colleagues. We will use mindfulness activities that increase adolescent as well as adult participation in the learning and practice process.
Faculty: Bonnie L. Atkins, L.I.C.S.W. - Clinical Associate, James Levine and Associates, South Hadley and Westfield, MA; Psychotherapist, Behavioral Health Network, Holyoke, MA; Co-Coordinator, Smith College School for Social Work Community Internship Program, Northampton, MA; Volunteer, Aditus, Inc., East Longmeadow, MA.
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09-0333c
Legal and Ethical Issues in Supervision
Catherine Clancy, Ph.D., L.C.S.W.
This course covers the ethical responsibilities of the supervisor to the profession, the client and to the supervisee. It explores the issues arising from the supervisor and supervisee sharing different personal values and ethical frameworks. Legal responsibilities of the supervisor are explored in depth, as are ways the supervisor can be protected from malpractice claims and safeguard the supervisory relationship.
Catherine Clancy, Ph.D., L.C.S.W. is the Training Director of Social Work Practice at the Michael E. DeBakey, Veterans Administration Medical Center, Houston, Texas . She also maintains a private clinical, educational, and consulting practice in Houston. She has served as Clinical Instructor, Dept. of Medicine at Baylor College School of Medicine; Consultant to the Texas State Board of Social Worker Examiners; and Field Instructor at Smith College School for Social Work.
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09-334c
Object Relations Theory and its Current Applications
David Levit, Ph.D., A.B.P.P.
As Faulkner stated, “The past is not dead; the past is not even past.” This is not only true for the inner life of each of us, but it is also true for the psychodynamic/psychoanalytic theories upon which we draw in order to understand internal life. The ideas of the founding figures of object relations theories live on within Self Psychology and contemporary relational and intersubjective perspectives. This course will provide an overview of the fundamental contributions of some of the founding object relations theorists, including Klein, Fairbairn and Winnicott. Discussion of each theorist will include his/her view of human nature, narrative of early development, model of the mind, perspective on psychopathology, and view of therapeutic process and therapeutic action. The course will also address the evolution of these original concepts in the course of more recent developments in psychodynamic/psychoanalytic approaches to therapy. Extensive clinical illustrations will be presented including process material from psychotherapy and psychoanalysis, with particular emphasis on the therapeutic relationship itself as a central medium for emotional and psychological growth and healing.
Faculty: David Levit, Ph.D., A.B.P.P. - Diplomate in Psychoanalysis and Clinical Psychology; Adjunct Associate Professor, Doctoral Program, Smith College School for Social Work; Faculty, Massachusetts Institute for Psychoanalysis; Associate Clinical Professor of Psychiatry, Tufts Medical School; Associate Professional Staff, Baystate Medical Center; Private Practice, Amherst, MA.
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09-335c
The Legacy of Developmental Trauma: Treating Complex Trauma in Adolescents and Families
Martha B. Straus, Ph.D.
NOT AVAILABLE
Many adolescents seen in treatment have endured complex trauma. Its impact registers on every level from the cellular to the societal. The children are affected neurologically, cognitively, physically, emotionally, behaviorally, socially, and spiritually. They suffer from the cumulative legacy of insecure and unstable attachments, domestic violence, abuse, neglect, multiple placements, and all of the attendant losses along the way, and are usually our most anxious, terrified, defiant, complicated–and mystifying–clients. Caring for them can also be overwhelming. Family members (and other caregivers) frequently suffer from vicarious traumatization or retraumatization while trying to contain and support them, adding another challenging layer of impact. By the time these adolescents reach adulthood, many systems are likely to have intervened to try to help them. But current expenditures for special education, healthcare, therapy and social services appear to be insufficient to stem the full gamut of negative physical and psychosocial outcomes including pregnancy, substance abuse, juvenile delinquency charges, mental health problems, school dropping out and serious chronic and acute medical problems. Complex trauma fills our hospitals and our jails; untreated, it is likely to be passed along to the next generation.
In this highly practical workshop, Dr. Straus will describe the impact and legacy of developmental trauma on adolescents and families, and offer dozens of effective interventions that you’ll be able to take to the office right away. We will also examine the cumulative and synergistic effects of fostering resilience in the face of great vulnerability. At the end of the course, you’ll know about: building teams that can offer multiple attachment relationships, improving executive functioning, reducing anxiety, unmasking agendas, devising joyful consequences (and using “time-in”), regulating affect, decreasing dissociative coping, fostering competencies and social skills, and developing coherent narratives. Through lecture and case examples, Dr. Straus will give you reasons to be hopeful, and confidence that you can help.
Faculty: Martha Straus, Ph.D. is a professor in the Department of Clinical Psychology at Antioch University New England Graduate School in Keene, New Hampshire, and adjunct instructor in psychiatry at Dartmouth Medical School. She maintains a small private practice in Brattleboro, VT and consults to schools, social service agencies and courts. Dr. Straus is the author of numerous articles and four books including No-Talk Therapy for Children and Adolescents, and more recently, Adolescent Girls in Crisis: Intervention and Hope. Dr. Straus trains and conducts workshops internationally.
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09-336c
Group Dynamics: Effectively Conduct Groups with a Psychiatric Population
Carline Dalton, M.A.
NOT AVAILABLE
The practice of group work has not only become a popular method, in some agencies it is the primary method of counseling in the treatment of people with mental illness. Individual counseling is no longer cost effective in these economic times. It is therefore essential for a clinician to be knowledgeable of group dynamics and the factors that impacts the process. This course will offer a forum for clinicians to examine and better understand the group process. The psychiatric population presents unique challenges. One objective is to provide clinicians with the knowledge necessary to effectively lead groups for those with serious and persistent mental illnesses. Another aim is for clinicians to build an appreciation for these distinctive challenges and the considerations one must make in working within a group modality with this population. This will be done through increasing the clinician understanding of group dynamics, reviewing the stages of group development as well as other factors that impact the group process, e.g., client roles and leadership qualities. This course will also focus on techniques that can be utilized to establish structure and boundaries within a group and strategies for stimulating participants’ involvement in the group process. These goals will be accomplished through group discussion, group exercises and a review of best practices identified in literature for the effective management of groups.
Faculty: Carline Dalton, M.A. -
New York State L.M.H.C., Certified Rehabilitation Counselor and Child Abuse Reporter; Acting Program Director FEGS Intensive Psychiatric Rehabilitation Treatment (IPRT) program; Clinical Supervisor FEGS (IPRT); Senior Vocational Counselor NADAP, Project ACE; Board Member, National Rehabilitation Association; Research Assistant, CUNY Research Foundation Hunter College.
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09-337c
Writing for Publication
Mary Beth Averill, M.S.W., L.I.C.S.W., Ph.D.
As social workers and psychotherapists, we write to add to knowledge, to start conversations about topics of professional interest, to advocate for our clients and ourselves, and to be part of the larger social work community. However, making time to write, getting the words down on paper, editing our work, writing effectively, understanding where and how to submit our work for publication, and getting it out the door are all challenges. In this class, I will present participants with information in the form of handouts and presentations, offer participants several writing exercises as beginning practice, facilitate discussion on writing-related issues, and allow time for Q & A.
Faculty: Mary Beth Averill, M.S.W., L.I.C.S.W., Ph.D. - Writing Coach and Life Coach, Private Practice: Northampton, MA; Adjunct Assistant Professor, Smith College School for Social Work; Psychotherapist, Private Practice: Northampton, MA; Numerous national and state memberships; Extensive publications and presentations.
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Weekend A: June 13-15, 2009 >
Weekend B: June 18-20, 2009 >
Weekend C: July 16-18, 2009>
Summer Seminar registration information > |
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All Seminars
Evolving Theories
(Weekend A):
June 11-13, 2009
Children/Adolescents
(Weekend B):
June 18-20, 2009
Current Trends
(Weekend C):
July 16-18, 2009
Summer Seminar
Registration
Information
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