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Weekend C:

Thursday, July 21, 9 a.m. to 4 p.m.

16-311c: Orientation to the Field (For Smith Field Affiliates)

Carolyn S. du Bois, M.S.W., L.I.C.S.W.
Katelin Lewis-Kulin, 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)

Learning Objectives and References

Faculty: Carolyn S. du Bois, M.S.W. , L.I.C.S.W. - Director of Field Work and Clinical Associate Professor, Smith College School for Social Work. Carolyn received her MSW degree from Smith College in 1976 and has over 35 years of experience as a clinician in child guidance, college mental health and private practice settings. She has taught clinical practice at Smith for 28 years and has served as the Director of Field Work for the past 16 years

Faculty: Katelin Lewis-Kulin M.S.W., L.C.S.W. - Associate Director of Field Work, Smith College School for Social Work. Katelin received her MSW degree from Smith College in 2000 and recently joined the Field Dept. after 15 year’s experience as a clinician in hospital, community mental health, and private practice settings.  She has supervised numerous clinical staff and Smith students and served as the Director of Training at a Smith affiliated hospital.


16-312c: Discovering our Hidden Asset: Development of Clinical Training and Supervision Structures for Direct Care Workers in Inpatient and Outreach Settings

Katya Cerar, Ph.D., L.I.C.S.W.
Lisa Kelly, L.I.C.S.W.

Although supervision is increasingly recognized as being of value in a range of helping professions, there are still many who do not receive supervision (Westergaard, 2013). Direct care workers who have little or no education for their positions, comprise a major segment of the behavioral health workforce (Hoge, Morris, Daniels, Stuart, Huey, and Adams, 2007). Non-clinicians who provide services are often unfamiliar with the concept of supervision because it is not viewed as central to their work. Yet these workers engage in direct care relationships with clients using clinical skills to work toward positive change (Westergaard, 2013). Education and support of workers has been well recognized as crucial to effective practice in clinical social work. (Bogo and McKnight, 2006). Strengthening the skills of direct care workers can benefit the people they serve and the organizations where they work. As healthcare reform in the US dramatically increases the number of people who will have access to treatment, it becomes more urgent to strengthen the competencies of direct care workers in order to meet the nation’s healthcare needs (Daily, Morris and Hoge, 2015). This seminar will highlight common clinical dynamics encountered by direct care staff and introduce participants to the need for and the concept of supervision for this group. Presenters will share models of supervision and training being applied on an inpatient adolescent unit and with residential and outreach teams serving young adults with emerging and ongoing mental health challenges in the community. Presenters will discuss the impact of supervision on job satisfaction, team cohesion, and client care.

Learning Objectives and References

Faculty: Katya Cerar, L.I.C.S.W., Ph.D. is the Director of the Transition Age Youth Program at ServiceNet in Northampton MA where she supervises teams of professional and non-professional staff providing outreach and residential services in the community. An experienced clinician and supervisor, Dr. Cerar, has worked in residential, forensic and outpatient settings; and has provided consultation to agencies in a number of areas including supervision and training of staff in the areas of trauma, clinical concepts, boundaries, therapeutic alliance, DBT, teambuilding, inclusion of families in treatment, and systems and collaterals, among others. Dr. Cerar also teaches at Westfield State University School of Social Work and is a field advisor and supervisor for the Smith College School for Social Work.

Lisa Kelly, L.I.C.S.W., is a Clinical Social Worker experienced in the treatment of adults, children, adolescents and families in an inpatient setting. She is the Social Work Supervisor on a 21-bed adolescent unit at the Brattleboro Retreat in Brattleboro VT. Ms. Kelly supervises clinical and non-clinical staff in the provision of services on the unit. She also provides individual, group, and family interventions. Ms. Kelly is a doctoral candidate at the Smith College School for Social Work.


16-313c: 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: Faculty: Dr. Joan 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.


16-314c: Skills and Strategies for Facilitating Challenging Dialogues in Supervision around Race, Gender, Sexual Orientation and Our Intersecting Identities Course Closed

Ovita Williams, L.C.S.W.-R.

This workshop supports participants in practicing and developing the knowledge, skills and abilities necessary for having challenging conversations in their supervisory roles. The focus of this training is on expanding "cultural competency" to the concept of "cultural self-awareness," an essential skill for developing authentic cross-cultural relationships at the individual, group and organizational level. Participants may leave with increased capacity to: lead successful work teams; manage the daily micro-inequalities that impact organizational life; productively resolve conflict; and understand issues of organizational change all through the examination of power and privilege, oppression, microaggressions and historical trauma.
You've been there before. You're in a supervisory session, staff meeting, meeting with service recipients or training session and someone mentions race, or perhaps sexual orientation and the conversation becomes awkward and tense. You hold your breath wondering what's going to happen next. Often we are silent, defensive or just unsure of how to respond. Patricia Williams, Columbia University Law professor, calls this moment the piece of furniture in the middle of the room that we ignore, walk around, and pretend doesn't exist.

With both a didactic and experiential approach, the workshop will equip participants with the knowledge and skills needed to improve and transform facilitation of difficult conversations around race, class, gender, sexual orientation and other intersecting identities in a variety of organizational settings. Utilizing theories of group work, conflict resolution, and self-awareness, participants will leave with increased comfort and skills in building spaces for challenging dialogues.

Participants are encouraged to bring examples from experiences as field instructors or in other professional roles.

Learning Objectives and References

Faculty: Ovita F. Williams, L.C.S.W.-R. is the Associate Director of Field Education for Family, Youth and Children Services at Columbia University School of Social Work. She also served as Interim Dean and Director of Field Education for two years. Ms. Williams has taught the Social Work Practice and Domestic Violence course at CUSSW and is currently teaching the Social Work Practice Lab on Anti-Oppression practice at Hunter College School of Social Work. Ms. Williams is a Licensed Clinical Social Worker specializing in domestic violence and forensic social work practice with ten years of experience as the Director of Clinical Services in the Counseling Services Unit at the Kings County District Attorney's Office. Prior to this position, Ms. Williams was a therapist at the Children's Aid Society. Currently, Ms. Williams has developed and facilitated interactive workshops for social workers, managers, and various practitioners at organizations on facilitating challenging dialogues around race, class, gender, sexual orientation and intersecting identities.

A graduate of Vassar College ('90) and Columbia University ('93), Ms. Williams is presently a doctoral student at Hunter College/Silberman School of Social Welfare in New York City. She is completing work on her dissertation, "Saving Women's Lives: Exploring Forensic Social Workers' Experiences Counseling Intimate Partner Violence Survivors in a Criminal Justice Setting".


Friday, July 22, 9 a.m. to 4 p.m.

16-321c: Early Childhood Mental Health: Overview of Theory and Practice

Claudia M. Gold, M.D.

Drawing on the work of Peter Fonagy, Ed Tronick, Bruce Perry, among others, I will offer an overview of the principles of the growing discipline of infant mental health. I will provide both a theoretical frame for working therapeutically with young children together with their caregivers as well as a guide to practical application of those principles. I will bring in contemporary research at the interface of developmental psychology, neuroscience and genetics. Students will be encouraged to bring in clinical material for discussion in class.

Learning Objectives and References

Faculty: Claudia M. Gold is a pediatrician and writer. She has practiced general and behavioral pediatrics for over 20 years, and currently specializes in early childhood mental health. Her first book Keeping Your Child in Mind was published in 2011. Her new book The Silenced Child will be released May 2016. She is a graduate of the UMass Boston Infant-Parent Mental Health Program. She is also on the faculty of the Berkshire Psychoanalytic Institute and the Austen Riggs Center.


16-322c: Beyond Combat: The Phenomenological Experiences of Military Personnel, Veterans, Families and Communities

J. Camille Hall, Ph.D., L.C.S.W.

The current wars in Afghanistan and Iraq represent America's longest continuous combat engagement. We are now challenged with both a military that is exhibiting the stress-related consequences of these long and multiple combat deployments and a rapidly growing veteran population in need of a wide range of combat-related physical and mental health care services. Every community in the United States has been affected, and service delivery systems are trying to respond. There is an urgent need to understand and engage with the military service members, veterans, their families, and their communities in effective practices. This presentation draws from research data that explore the effects of deployment and combat stress on the physical and mental health of U.S. veterans, active duty service members, and their families. Cultural relativity and universality of responses to traumatic events related to armed conflict and war are also highlighted.

Learning Objectives and References

Faculty: Dr. Camille Hall is a 1991 and 1993 graduate of New Mexico State University (BSW, MSW), and Smith College (Ph.D.) almuni. Dr. Hall is a licensed clinical social worker in New Mexico and Arkansas; and clinical social work officer at Irwin Army Community Hospital, Fort Riley, KS. She has worked in private and public social service and mental health agencies as a clinical social worker for 20+ years. In August 2004, Dr. Hall received a faculty appointed at the University of Tennessee in the College Social Work, Knoxville, Tennessee.


16-323c: Bringing practice-based evidence and evidence-based practice together: A measurement-based treatment model for youth clinical services

Cole Hooley, L.C.S.W.


There are hundreds of evidence-based practices (EBPs) which effectively treat youth mental illnesses. Each EBP has its unique training structure and implementation specifications. Given the realities of practice settings and the realities of our clients’ lives, many EBPs can feel impractical. In response to these challenges, some clinicians and researchers have emphasized the importance of practice-based evidence (PBE). PBE acknowledges the idiosyncratic nature of clinical work and the necessity to adapt interventions to fit clients' specific circumstances.

Participants in this course will learn about measurement based care, an efficacious model that is flexible, easy to implement, low cost (free in many cases) and allows for both EBP and PBE perspectives. Using case examples, didactic explanations and application exercises, participants will gain sufficient knowledge to apply this model immediately in their practices. The facilitator will explain how this model was applied in a school mental health program in Harlem as well as an outpatient mental health clinic in the Upper Eastside of Manhattan. Specific assessment tools and tracking mechanisms will be discussed.

Learning Objectives and References

Faculty: Cole received his MSW from Smith College School for Social Work in 2009. Since graduation he has worked in child welfare, outpatient mental health and school based mental health programs. Most recently he was the Director of Social Work and Counseling services for a charter school district in Harlem. In addition to his clinical and administrative work, Cole has also been active in research and teaching. He is currently getting his PhD at Washington University.


16-324c: NonProfit Board Leadership for Social Workers

Laurie Peter, M.A., M.S.W., L.C.S.W.

The target market for this course are MSW's who have the passion, means and availability to consider a not for profit board position. The course will include the following topics:

- Roles and Responsibilities --
Definitions, job descriptions and term limits for board members.

- Securing a board position -
How to research, interview and find the right match.

- Board Governance -
What is it, roles and responsibilities and best practices.

- Leadership and Succession Planning -
Ensure that the organization has the right set of diverse skills/workforce for today and in the future.

- Staff Development -
How to create an empowered, collaborative culture that drives results.

- Advocacy -
Discover how to have a meaningful impact on the organization's mission

- Structure -
How boards create and utilize committees to execute the mission of the organization.

Participants will engage with the material presented through lecture, and interactive discussions. They will explore and sharpen their interests and strategic approach to support non-profit organizations as active board members.

Learning Objectives and References Coming Soon!

Faculty: Laurie Peter received her MSW from Smith College School for Social Work in 1991. The majority of her work was as the Clinical Social Worker in the Surgical Intensive Care Unit at Denver Health and Hospitals. There she facilitated the Psychosocial Rounds, and the treatment and family care meetings with surgical residents. She taught "Efficacy of Family Care" to nursing staff, while providing short-term family and individual therapy. Currently she serves on the board of SAGE USA (Services and Advocacy for GLBT Elders) where she serves as a member of both the Development and the Diversity & Equity Committees. Laurie serves on the Advisory board and Nominating committee for Jersey Battered Women Services. She has served on the boards of the National AIDS Fund as Vice-Chair and Jersey Women's Battered Services in various capacities. She maintains her LCSW license in both New Jersey and Colorado.



Saturday, July 23, 9 a.m. to 4 p.m.

16-331c: "The Unconscious is Like Baltimore in the Morning": Working with Race, Violence, and Community

Daniel Buccino, M.A., M.S.W.
Teresa Mendez, M.S.W.

Working as psychotherapists has necessitated confronting the difficult and intertwined dynamics of race, violence, and community, and the way they are (mis)represented in the media. The recent upsurge of violence nationwide, along with sustained attention to race relations, police violence, and economic disparities, has spilled into the consulting room. Meanwhile, our work in the consulting room inevitably informs our understanding of these social issues. Through history, case study, and discussion, grounded in the sociocultural realities of our time, this workshop will endeavor to capture something of "the psychology of place," where trauma reproduces itself so deeply. Yet even as trauma fractures, it also constitutes a person and a place. Alternately tender and tough, wounded and resilient, swaggering and fearful, trauma survivors are greater than the sum of their many affective parts. This class will draw on psychoanalytic concepts to explore and trouble the tensions of trauma, class, race, the street, and the clinic, while considering what racial unrest and urban uprisings might have to teach the practice of psychotherapy. Using Baltimore as a case example, participants will be able to reflect on their own clinical work around these often fraught issues.

Learning Objectives and References

Faculty: Daniel Buccino, L.C.S.W.-C., B.C.D. is clinical supervisor, student coordinator, and clinical director of the Mood Disorders Clinic in the Adult Outpatient Community Psychiatry Program at the Johns Hopkins Bayview Medical Center in Baltimore, Maryland. Mr. Buccino is an Assistant Professor in the Department of Psychiatry and Behavioral Sciences at the Johns Hopkins University School of Medicine, and Clinical Associate Professor at the Smith College School for Social Work and the University of Maryland School of Social Work. Mr. Buccino has published and presented widely on issues of psychoanalysis and contemporary culture, effective and ethical psychotherapy, and civility and healthcare

Teresa Mendez, L.I.C.S.W., L.C.S.W.-C. , is a graduate of Princeton University and the Smith College School for Social Work. She is a clinical social worker at The Retreat at Shepard Pratt in Baltimore and maintains a private practice in Washington, DC. A former journalist and Fellow of the American Psychoanalytic Association, she has edited and contributed to "Inside Out and Outside In" and "Falling through the Cracks. "


16-332c: Relational Psychodynamic Theory and Therapy

David Levit, Ph.D., A.B.P.P.

This course will center upon relational perspectives on psychotherapy with emphasis on the evolution and expansion in our understanding of therapeutic process, therapeutic options, and therapeutic action. We will address relational revisions in basic concepts such as transference and countertransference. The foundations of relational perspectives will be presented, drawing upon the contributions of seminal theorists, such as Mitchell, Greenberg, Davies, Hoffman, Bromberg, Aron, Benjamin, etc. We will not only outline and discuss the central ideas about psychotherapy within the relational paradigm, but also examine them in light of more traditional psychodynamic perspectives. For example, the relational emphasis on the therapist's expressive participation will be considered in light of a more traditional emphasis on analytic restraint.

Learning Objectives and References

Faculty: David Levit, Ph.D., A.B.P.P. is a Diplomate in Psychoanalysis and in Clinical Psychology and a Fellow at the American Board and Academy of Psychoanalysis. He is an SEP (Somatic Experiencing Practitioner). He is in private practice in Amherst, MA where he provides individual therapy and psychoanalysis, and consultation for colleagues. His current faculty positions are: Faculty, Massachusetts Institute for Psychoanalysis (MIP); Co-founder, Co-chair, MIP Postgraduate Fellowship Program-West; Associate Clinical Professor of Psychiatry, Tufts Medical School; Adjunct Associate Professor, Smith College School for Social Work.


16-333c: Motivational Interviewing: Using compassionate conversation to move clients toward health and change Course Closed

Sara Schieffelin, L.I.C.S.W.

"Motivational Interviewing is a collaborative, goal-oriented style of communication with particular attention to the language of change. It is designed to strengthen personal motivation for and commitment to a specific goal by eliciting and exploring the person's own reasons for change within an atmosphere of acceptance and compassion."
-Stephen Rollnick and William R. Miller, Sheffield, UK October 2011

Motivational Interviewing (MI) is an evidenced-based practice that came out of the addictions field and is applicable to a wide range of presenting problems. It is currently used in the health care, mental health, and substance abuse/recovery fields and is gaining increasing recognition for its efficacy, broad application, and humanistic approach.

During Motivational Interviewing conversations, the practitioner engages the client in a guided dialogue meant to uncover and heighten ambivalence around a target behavior or issue, aid the client in resolving their ambivalence, and ultimately identify a change plan that supports the client's self-definition of health. MI employs a core set of skills, used within an overarching framework or "spirit" which includes respect, promotion of autonomy and personal choice, collaboration, acceptance, compassion/empathy, and evocation.

This highly interactive and participatory course will offer the basics of Motivational Interviewing, with emphasis on exploring and understanding the spirit of MI, and learning and practicing the core skills through "real" plays, demonstrations, and case examples. Participants new to MI will leave with effective tools, and those already familiar will increase their confidence and repertoire.

Learning Objectives and References

Faculty: Sara Schieffelin, L.I.C.S.W. is a Smith College School for Social Work alumna. She has worked with children, families, and adults in Massachusetts and Thailand, and is currently the Clinical Director of a program serving young adults living with symptoms of mental illness. Sara has been teaching Motivational Interviewing since 2013, and earned her MI training certificate from the Health and Educational Training Institute (HETI) in Portland, ME. She lives with her husband and son in South Deerfield, MA.


16-334c: Clinicians Becoming Leaders

Kirk J. Woodring L.I.C.S.W.

This course will focus on the transition many clinically trained social workers struggle with as they move from clinician to manager, administrator, or C-suite executive. Using various clinical and leadership lenses and tools, participants will recognize the parallels in leadership and psychotherapy.

Learning Objectives and References

Faculty: Kirk Woodring, L.I.C.S.W. is the Vice President of Quality and Clinical Services at the Brattleboro Retreat, a member of the Ivy League of Psychiatric Hospitals. He has worked extensively with Linkage, Inc, including participation in their 2014 Global Institute for Leadership Development with 500 business, healthcare and government leaders from around the world. Mr. Woodring is a graduate of Smith College SSW, where he is and adjunct associate professor, teaching advanced group psychotherapy courses. He is the author of Assessing the Risk: Suicidal Behavior in the Hospital Environment of Care (HcPro, 2011).


16-335c: You Mean it Doesn't End with Marriage? Clinically Meaningful work with LGBTQ families

Arlene Istar Lev, L.C.S.W.-R., C.A.S.A.C.
AndreAs Neumann Mascis Ph.D.

In the decades since homosexuality was liberated from the DSM we have been witness to the transformation of a people. Change that is institutional, interpersonal and intrapsychic characterizes an ever evolving people with identities and relationships that both reflect and challenge what we understand about family. This vital "queer" community embracing gay men, lesbians, bisexual people, transgender, transsexual and intersexed people--all presenting with diverse and complex needs involving issues ranging from life-threatening illnesses to polyamory; from infertility, adoption and parenting concerns to gender identity issues. Clinicians who are "queer-affirmative" today need to be skilled in a wide-range of therapeutic issues involving sexual orientation, gender identity, sexual diversity, and relationship issues.

Learning Objectives and References Coming Soon!

Faculty: Arlene (Ari) Istar Lev L.C.S.W.-R., C.A.S.A.C., is a family therapist, educator, and author. Founder and Clinical Director of Choices Counseling and Consulting providing individual and family therapy and TIGRIS-The Institute for Gender, Relationships, Identity, in Albany, New York.

Dr. AndreAs Neumann-Mascis is a clinical psychologist working with LGBTQ families, trauma and complex PTSD, physical and psychiatric disability. Founder of The Meeting Point: a Multidimensional Center for Healing and Growth in Jamaica Plain, MA.