One Day Courses
Trauma Reengagement Syndrome Across the Lifespan
SW 860–002 (non–credit)
June 4, 2007 8:00 am - 5:00 pm
7.5 NASW/UPA Endorsed Continuing Education Units
Psychic trauma - the wounding of the body, spirit, and mind - is the core of client emotional and behavioral disorders. This workshop will redefine the meaning of trauma, explore the impact of emotional trauma on development and attachment, and challenge the conception of borderline personality disorder. Participants will learn about the etiology and risk factors for trauma reenactment in children, adolescents and adults. Special emphasis will be placed on addictive behaviors, trauma reengagement in marital relationships, and intergenerational patterns. Assessment and intervention best practices will be presented with video applications, case studies, and dynamic group discussion. This workshop is especially important for clinicians who feel "stuck" in making progress with their clients and who desire added evidence-based approaches to help their clients.
Jason King, CCMHC, LPC, is a National Board Certified Clinical Mental Health Counselor and a Utah Licensed Professional Counselor. He has over 5 years of clinical experience with emotionally and behaviorally disruptive adolescents in foster care and the juvenile justice system. He has worked with over 200 youth and their families in rural and urban settings, comprising various cultures. Mr. King has published articles related to evidence-based family interventions, counseling best practices, and psychopharmacology. Mr. King is an associate faculty member of the College of Health and Human Services for the University of Phoenix, Utah Campus. He also chairs the Public Awareness, Advocacy, and Marketing Committee for the American Mental Health Counselors Association.
H. Gray Otis, PhD, NCC, LPC, is a certified clinical mental health counselor and an owner of FDC Counseling. He specializes in the treatment of trauma and is a researcher and presenter on behavioral health issues. He is the author of Developmental Testing and Validation, The Emotional Competence Assessment, and Bridging the Research-Practice Gap, Using Applied Inquiries to Promote Client Advocacy. Dr. Otis is a board member of the Utah Mental Health Counselors Association and writes a monthly column for the American Mental Health Counselors Association. He is recognized for promoting resiliency and inter-personal effectiveness. His Affect-Cognition Model of Interaction helps individuals recognize how trauma and the resulting emotionally-based cognition impacts mental functioning.
Neurofeedback: Training the Brain for Well-Being - This Course has been Cancelled
SW 860–003 (non–credit)
June 4, 2007 8:00 am - 5:00 pm
7.5 NASW/UPA Endorsed Continuing Education Units
Neurofeedback represents a non-intrusive, APA-approved intervention for increasing the quality of life by means of training brainwaves. Neurofeedback, or EEG biofeedback, began in the 70's and has steadily risen in prominence over the past decade. Currently, neurofeedback is widely researched and used as an intervention for ADHD, anxiety, depression, addictions, optimal performance, meditation, and more. Many studies, employing APA research standards, have been conducted on neurofeedback. Some associations such as the American Academy of Child and Adolescent Psychiatry recommend that EEG biofeedback always be considered in the treatment of ADHD, seizure disorders, anxiety, depression, and addictive disorders. In addition, many practitioners utilize neurofeedback for training mindfulness and meditation skills. This class introduces neurofeedback concepts and applications as well as reviews the efficacy of neurofeedback based on research findings.
Melanee Cherry, PhD, LCSW, formerly of the University of Utah Counseling Center, is currently in independent practice. Dr. Cherry also taught at the University for over 15 years. She continues to offer her mindfulness-based anxiety group at the University Women's Resource Center. She specializes in working with anxiety and offers psychotherapy, neurofeedback, and clinical hypnosis services. She is a member of the International Society for Neurofeedback and Research.
Better Than Super Glue: The Human-Animal Bond
SW 860–004 (non–credit)
June 5, 2007 8:00 am - 5:00 pm
7.5 NASW/UPA Endorsed Continuing Education Units
All over the world we see evidence of human disconnection from the environment and others. We also see evidence of the human desire for connection in world cultures. Research supports positive physiological and psychological benefits of the human-animal bond. So what can we, as human service professionals, learn from this bond? How can we work in partnership with animals to heal those in our care? This course explores the symptoms of disconnection, the key ingredients of bonding, and the human-animal bond as an example of the type of connection that significantly meets human needs. Participants will discuss practical applications, ethics of working with animals, best and worst case scenarios, and have an opportunity to plan, practice, and work with experienced volunteer animal handlers. This course will explore alternatives to working with living animals to help our clients benefit from this, the best of bonds.
Deborah Carr, MEd, BSN, graduated from the University of Utah and worked as a nurse in pediatric psychiatry for several years before becoming a preschool special education teacher. She has worked for over 26 years with young children with disabilities. She began her work with animal-assisted therapy in her own classroom at Oakridge School in 1990, and has since become a Delta certified Pet Partner, instructor, evaluator, and Animal-Assisted Therapy Applications instructor. Ms. Carr currently serves on the board of directors and staff of the Utah Animal-Assisted Therapy Association, and volunteers with her Pet Partners, Cassi and William, in a variety of settings.
Two Day Courses
Expressive Arts in Psychotherapy: Using the Expressive Arts in Clinical Practice and Agency Settings for Healing and Transformation
SW 860–005 (non–credit)
June 5 - 6, 2007 8:00 am - 5:00 pm
14 NASW/UPA Endorsed Continuing Education Units
Location: Studio on 3rd floor of the Art Building, specific room
TBA
Using the Expressive Arts with clients is a non-verbal entryway into their hearts and minds. The first day of this introductory workshop will show participants an exciting way to support clients in a unique transformational and therapeutic process. Learn methodology, simple techniques and suggested approaches. There will be in-class practice exercises and open discussion style. The class focus will be "Journal from the Heart T: The art of creative journaling for healing and transformation," a workshop Ms. Gaynor designed and has taught successfully for many years. Participants will learn creative writing and visual exercises to take clients beyond the written word. Take part in a journey of the imagination in a safe, supportive environment.
The second day of this class will show participants how to utilize the expressive arts to work with clients in an exciting way. The focus of the class will be on mask making, which can support clients in expressing feelings around self-esteem, abuse, trauma, etc. Using ready-made masks as a starting point, participants will go through the mask making process so they will feel confident using this technique with clients, both children and adults. Participants will learn methodology, simple techniques, materials, resources and suggested approaches. The class is taught in experiential and open discussion style. No previous artistic experience is required. Casual, art-appropriate dress is suggested as this course will utilize a number of art media. This class is for any clinician looking to incorporate new and creative ways of working into their practice.
Sheri Gaynor, LCSW, REAT, has been using expressive arts techniques with clients for 15 years. She is the owner of Metamorphosis Expressive Arts Studio in Carbondale, Colorado, where she supports individuals in living passionate and creative lives through her individual counseling, workshops and retreats. She earned her associate's degree in 1981 at the Art Institute of Ft. Lauderdale, Florida, majoring in Photography. In 1989, after earning a master's in Clinical Social Work from Barry University, she headed west to Colorado to pursue her love of art, writing, and counseling. She has contributed freelance writing and photography to such publications as the Miami Herald, the Sun Sentinel, the Florida Post, and the Aspen Times Weekly.
One Day Courses (continued)
The Adolescent Female Offender: Pathways In and Out of Delinquency
SW 860–006 (non–credit)
June 6, 2007 8:00 am - 5:00 pm
7.5 NASW/UPA Endorsed Continuing Education Units
The adolescent female offender is often overlooked and undervalued in the juvenile justice system. On average, she commits fewer and less violent offenses than her male counterpart, and when adjudicated, enters a system primarily designed for male offenders.
This course will cover:
• The profile of the adolescent female offender: who she is and why she offends
• Current trends: what kind of crimes she commits and what happens to her after adjudication
• Pathways to delinquency for females: abuse, poverty, mental health issues, substance abuse, family dysfunction, etc.
• Change agents in the lives of girls: the necessity of positive female and male role models; how we can all be more effective in our interventions
• Gender-specific programming: what it is, what it is not, and how to develop a program for girls
• Resources: learn where to find important resources such as book lists, websites, and free publications
This course will utilize an interactive approach to learning by enlisting participant in discussions, role plays, videos, activities, and interventions. Female offenders involved in local programs will share their experiences and challenges in the juvenile justice system. Select clinicians and other professionals who work with this population will be sharing their strategies and experience, especially related to males working with females, probation officer's attempts to integrate gender-specific strategies in their case management, and other significant topics. Participants will leave this course with an in-depth understanding of the adolescent female and will have the tools necessary to effectively address her special needs.
Michelle Wilcox, LCSW, is the clinical director of Youth Support Systems, an outpatient substance abuse program for adolescents and their families in Salt Lake County. She has written several curricula focused on substance abuse prevention and treatment and has made numerous local and national presentations on the topics of gender, group treatment, adolescent substance abuse, and gender-responsive programming. Ms. Wilcox has been trained by national experts in the field of gender-specific treatment of the adolescent female offender and is a trainer for the state of Utah. She is the outgoing president of the Adolescent Female Advocacy Network (AFAN), a private consultant to Utah Youth Corrections, and an adolescent mental health therapist in private practice.
Multi-Disciplinary Interventions for Clients with Learning Disabilities - This Course has been Cancelled
SW 860–007 (non–credit)
June 6, 2007 8:00 am – 5:00 pm
7.5 NASW/UPA Endorsed Continuing Education Units
This course will focus on the treatment of adults with learning disabilities, including adults with autism and other pervasive developmental disorders. Topics will include the need for developmentally appropriate educational, employment, and treatment interventions to assure maximum client growth, progress, and independence. A variety of evidence-based therapeutic interventions and cutting-edge treatment models will be discussed. The instructors will be joined by other members of the treatment team from ScenicView Academy, an educational facility for adults with learning disorders in Provo.
Douglas Gale, LCSW, has been the executive director of ScenicView Academy for five years, developing programs and coordinating services. Prior to that position, Mr. Gale worked in the state mental health system for over twenty years as both a therapist and program administrator. He earned a BSW from Brigham Young University and an MSW, with an emphasis in casework and administration, from the University of Utah College of Social Work.
Kristine J. Doty, CSW, is a doctoral student at the University of Utah College of Social Work and a therapist at ScenicView Academy. She is conducting a phenomenological research project for ScenicView measuring perceived treatment outcomes. She earned her BS in Behavioral Science at Utah Valley State College and her MSW from Brigham Young University.
One-Week Morning Courses
Rational Emotive Behavioral Therapy
SW 860–008 (non–credit)
SO WK 5860–008, 6860–008 (2 credit)
June 11 - 15, 2007 8:00 am - 12:00 pm
18.75 NASW/18.5 UPA Endorsed Continuing Education Units
Happiness and freedom begin with a clear understanding of one principle: some things are within our control and some things are not. It is only after you have accepted this fundamental rule and learned to distinguish between what you can and cannot control, that inner tranquility and outer effectiveness become possible.
Epictetus (50-183 AD)
Rational Emotive Behavioral Therapy (REBT) is a therapeutic technique based on the words of Epictetus (above) and developed by Dr. Albert Ellis in 1955. The American Psychological Association has designated Dr. Ellis as the most influential psychologist of the 20th century, largely because of his work with REBT. REBT teaches people to be responsible for their own thoughts, feelings, and behaviors. It provides them with tools to replace the harmful and irrational beliefs and behaviors that cause unnecessary suffering and dysfunction. REBT is an extremely efficient and effective way to help people reclaim their lives.
Sabine K. Weil, LPC, earned her bachelor's degree in Biology at the University of Arizona and her master's degree in Counseling at the University of Phoenix. She is the clinical director for First Step House, a residential substance abuse treatment center in Salt Lake City. Ms. Weil is an adjunct faculty member at the University of Utah College of Social Work and at the University of Phoenix College of Behavioral Sciences.
Rodney W. Jepsen, MA, has a bachelor's degree from Brigham Young University in Financial and Estate Planning. He also has a master's degree from the University of Phoenix in Counseling. Mr. Jepsen is part owner of ARCH (Addiction Resource Center for Healing) in Sandy, Utah. ARCH offers individual therapy, group therapy, educational classes, and support groups.
What is Healthy Sexuality?
SW 860–009 (non–credit)
SO WK 5860–009, 6860–009 (2 credit)
June 11 - 15, 2007 8:00 am - 12:00 pm
18.75 NASW/18.5 UPA Endorsed Continuing Education Units
Most human sexuality courses today focus upon what could be called unhealthy sexuality, which usually includes such content as how to avoid unwanted pregnancy and sexually transmitted diseases. Although such content is important, healthy sexuality is equally important to study.
In this class, participants will learn how to assess and foster healthy multidimensional sexual development across the human lifespan. Multidimensional theory views sexuality as a physical, emotional, cognitive, social, moral, and spiritual process of development. Topics will include healthy sexuality, sexual diversity, multidimensional intimacy, the sexuality of children and adolescents, sexuality in long-term loving adult relationships, and sexuality and aging. Emphasis will be placed upon applying models to actual practice populations. Teaching methods will include presentation, dialogue, media, role playing, and in-class exercises.
David Derezotes, PhD, LCSW, is a professor at the University of Utah College of Social Work. He is currently clinical supervisor at the Indian Walk-In Center, and works in the areas of spirituality and biopsychosocial-environmental well-being in his writing, consultations, and private practice.
Tami Derezotes, is a master herbalist, astrologer, and educator. She currently continues to work in the areas of nutrition, and physical and spiritual health. She can often be seen on the back country slopes of the Wasatch, skiing with her friends.
Personality Disorders and Their Effect on Substance Abuse Treatment
SW 860–010 (non–credit)
SO WK 5860–010, 6860–010 (2 credit)
June 11 - 15, 2007 8:00 am - 12:00 pm
18.75 NASW/18.5 UPA Endorsed Continuing Education Units
This course is designed as an introduction to the genesis and treatment of personality disorders, especially regarding their impact on substance abuse treatment. Participants will become acquainted with various theoretical approaches to understanding and therapeutically addressing personality disorders co-occurring with substance abuse disorders. The class will be very interactive, harnessing the effectiveness of 'hands on' application of newly acquired skills.
Eric Schmidt, LCSW, MBA, has been in the human services field since 1988. He has extensive experience treating individuals with co-occurring disorders in a variety of settings. He currently is the associate director at Odyssey House, a substance abuse treatment program offering multiple levels of care. He received his MSSW from the University of Texas at Austin. He subsequently completed a Masters in Business Administration at the University of Phoenix.
Differential Diagnosis of Severe and Persistent Mental Disorders
SW 860–011 (non–credit)
SO WK 5860–011, 6860–011 (2 credit)
June 11 - 15, 2007 8:00 am - 12:00 pm
18.75 NASW/18.5 UPA Endorsed Continuing Education Units
Diagnosis, using the DSM-IV-TR, is required by third-party payers and can be extremely difficult. At times it must be modified as more information is obtained in the course of treatment. Often, determining which of several possible diagnoses is most accurate can be a challenge. This course will cover differential diagnosis of psychotic disorders, personality disorders, and mood disorders, as well as anxiety disorders (OCD, PTSD) as they relate to differential diagnosis and dual-diagnosis.
Cathie Delewski, DSW, LCSW, is a crisis/trauma social worker at University of Utah Hospital Emergency Department. She has over 25 years of experience working with individuals with psychiatric disorders in a variety of clinical settings. She has taught DSM courses for the past 15 years. Dr. Delewski is also an adjunct instructor at the University of Utah College of Social Work, as well as former assistant professor there and at the University of Maryland at Baltimore School of Social Work.
One-Week Afternoon Courses
From Self-Harming to Self-Healing
SW 860–012 (non–credit)
SO WK 5860–012, 6860–012 (2 credit)
June 11 - 15, 2007 1:00 pm - 5:00 pm
18.75 NASW/18.5 UPA Endorsed Continuing Education Units
Self-injurious behavior (SIB) among adolescents is a growing enigma. Society shamefully views SIB as destructive and undesirable, while emotionally disturbed adolescents view SIB as life preservative and cathartic. This class will present the correlates and classification of adolescent SIB, assessment and diagnostic instruments, and numerous best practice treatment considerations to effectively regulate negative mood states. Critical and sensitive adolescent developmental milestones and cultural implications will also be explored. Discussion will involve case studies, video applications, comprehensive handouts, and dynamic group interaction. Mental health professionals working in schools, private practice, residential treatment centers, group homes, or hospitals are encouraged to attend.
Jason King, CCMHC, LPC, is a National Board Certified Clinical Mental Health Counselor and a Utah Licensed Professional Counselor. He has over 5 years of clinical experience with emotionally and behaviorally disruptive adolescents in foster care and the juvenile justice system. He has worked with over 200 youth and their families in rural and urban settings, comprising various cultures. Mr. King has published articles related to evidence-based family interventions, counseling best practices, and psychopharmacology. Mr. King is associate faculty of the College of Health and Human Services for the University of Phoenix, Utah Campus. He also chairs the Public Awareness, Advocacy, and Marketing Committee for the American Mental Counselors Association.
Drugs A to Z, and Hep C Too
SW 860–013 (non–credit)
SO WK 5860–013, 6860–013 (2 credit)
June 11 - 15, 2007 1:00 pm - 5:00 pm
18.75 NASW/18.5 UPA Endorsed Continuing Education Units
The use of chemicals to change moods, ease pain, or provide individuals with a sense of transcendence is nothing new. Throughout recorded history, nearly every culture has searched for and discovered ways to alter consciousness through the use of psychoactive substances. This course will focus on the primary substances that our culture considers to be the drugs of abuse. These include alcohol, cocaine, amphetamines, opiates and opioids, and the sedative-hypnotics, as well as psychedelics and club drugs. Participants will examine the history and pharmacology of these substances, and will discuss issues around treatment and prevention.
Why should social workers and psychologists be interested in Hepatitis C (HCV)? Many clients have it and more are at risk. Participants will be provided with the information and skills needed to provide comprehensive treatment for clients, including how to educate clients to prevent infection or spread of HCV, assess clients' risk factors, refer clients for appropriate testing, and support clients through HCV treatment if necessary. Participants will hear "HCV survivor" stories; learn about HCV prevalence, pathology, and treatment; and, explore the emotional side effects of the disease and its treatment. Participants will also learn how to incorporate HCV counseling into substance abuse and mental health treatment. Finally, the instructors will facilitate discussion about the benefits and realities of needle exchange and drug abuse controls, as well as the role of sex workers and their clients in the prevention of HCV infection.
Chris Stock, PharmD, is a clinical pharmacist at the George E. Wahlen Veterans Affairs Health Care System in Salt Lake City. Dr. Stock is also a clinical associate professor at the College of Pharmacy and an adjunct faculty member in the Alcohol and Drug Abuse Treatment Training Program at the College of Social Work, University of Utah. Dr. Stock serves as the primary treatment provider in the outpatient alcohol and drug detoxification clinic at the VA Hospital. In this capacity he conducts risk assessments, offers HCV testing and provides education and counseling for substance abusing clients and their support network. He is principal investigator of research studies in alcohol detoxification and cocaine addiction.
Sabine K. Weil, LPC, is the clinical director for First Step House, a residential substance abuse treatment center in Salt Lake City. She received her bachelor's degree in Biology from the University of Arizona, and her master's degree in Counseling from the University of Phoenix. Ms. Weil is an adjunct faculty member at the University of Utah College of Social Work Alcohol and Drug Abuse Treatment Training Program and at the University of Phoenix College of Behavioral Sciences.
Clinical Social Work with Latino Populations
SW 860–014 (non–credit)
SO WK 5860–014, 6860–014 (2 credit)
June 11 - 15, 2007 1:00 pm - 5:00 pm
18.75 NASW/18.5 UPA Endorsed Continuing Education Units
This course will address the Latino experience in the United States as it relates to mental health and will focus on first and second generation immigrants. This is not a "how to" course (i.e. "how to" do therapy with Latinos, "how to" conduct assessments with Latinos, etc.). Rather, this course will examine the issues Latinos face in the U.S. and how it affects their mental health. The course will also address cultural beliefs and traditions that affect the way Latinos view mental health and mental health professionals.
Gabriela Cetrola, LCSW, is a Latina with 15 years of experience providing services to Latinos and other immigrants in Utah. Currently, Ms. Cetrola is the clinical director at the Asian Association of Utah where she oversees a mental health and substance abuse program that serves Asians, Pacific Islanders, Latinos, and refugees.
The Age Wave - This Course has been Cancelled
SW 860–015 (non–credit)
SO WK 5860–015, 6860–015 (2 credit)
June 11 - 15, 2007 1:00 pm - 5:00 pm
18.75 NASW/18.5 UPA Endorsed Continuing Education Units
An aging baby boom generation will not only change the types of services necessary for the senior population, but also change the way these services are delivered. This course will examine the implications of an aging population on service delivery. Additionally, the course will focus on the complex role of the social work case manager, the tools utilized to assess the needs of older adults, and the importance of an interdisciplinary approach to care management. Participants will have hands-on experience working with assessment tools, develop a care plan, learn about the legal and clinical implications of documentation, receive an introduction to assistive technology, and have the opportunity to review the services available through both home and community-based programs.
Kelli Polcha, MSW, MPA, earned her MSW from the University of Utah in 1982. She has over 20 years of experience in the areas of health care and medical social work. She has developed hospital-based programs for hospice care, bereavement programs, and other community health programs. Ms. Polcha has also worked in private practice, dealing primarily with complicated grief and loss issues. She has served as the director of a home and community-based neuro-rehabilitation program specializing in the treatment of TBI and spinal cord injury. She currently works as the manager of the Alternatives Program for Salt Lake County Aging Services.
Three-Day Afternoon Courses
"My Turn" Care for the Caregiver
SW 860–016 (non–credit)
SO WK 5860–016, 6860–016 (2 credit)
June 11 - 13, 2007 1:00 pm - 5:00 pm
11.25 NASW/11.0 UPA Endorsed Continuing Education Units
"My Turn" Care for the Caregiver, is a workshop of restoration for compassion fatigue and burnout. It is designed specifically for clinicians who do not often have the safety or opportunity in their workplace to honestly deal with the impact of the work on themselves, their relationships, and their own inner lives. It will also address the resistance that caregivers often have to seek a way for them to find personal restoration.
The three-day interactive workshop is comprised of brief periods of lecture, small group work, creative expression through art, improvisational movement, incredible music, and laughter to build an experience of restoration. Participants will learn to detect the signs of compassion fatigue in themselves and others, and to access ongoing tools and resources for resilience, self-nurturance and, most importantly, spiritual renewal. The most critical task of the workshop will be to create a container of safety and respect which permits participants to be vulnerable enough to risk connection with their own truth in front of others, yet grounded enough to make personal choices as to how much or little they wish to engage in any given point of the workshop thereby ensuring manageability. This workshop will provide opportunities to identify the personal costs of being a caregiver and to risk opening up to new ways of enlivening one's spirit and renewing one's passion for the work.
This workshop will be perfect for the broad spectrum of professional caregivers in the field of psychotherapy and trauma work, bereavement, HIV/AIDS, addictions, pastoral care, and advocates for human rights. Compassion fatigue and vicarious trauma is a phenomenon of concern that is receiving significant recognition within the helping professions, but not enough. A class of this kind is rare for people in the field; it is experiential in nature with specific attention to the issues of vulnerability when professionals are in the company of colleagues.
Dale English, MS, CAS, has worked as a psychotherapist and substance abuse counselor for the past 21 years in a correctional facility, a rural mental health clinic, an acute partial hospital program and now in his private practices in northeast PA and northwest NJ where abuse/trauma, battered persons, LGBT issues, men's issues, and the use of body movement to access buried feelings are among his specialty areas. Mr. English is a member of MaleSurvivor and has been a volunteer facilitator on its Week-end of Recovery Team since its inception in 2001.
Mikele Rauch MA, LMFT, has worked with individuals and groups specializing in the areas of sexual and physical trauma, addiction, death and dying, HIV/AIDS, and adolescents at risk since 1983. She is a member of MaleSurvivor, the National Organization against Male Sexual Victimization and its International Retreat Team. She has also served on the Clergy Sexual Abuse Victim's Rights Committee of Boston. Ms. Rauch has written for CANDID, the Missouri Review, the National Catholic Reporter, Cross Currents, Healing Ministry and The New Therapist. She works, writes and does her art near Brookline, MA.
The Genogram Assessment
SW 860–017 (non–credit)
SO WK 5860–017, 6860–017 (2 credit)
June 11 - 13, 2007 1:00 pm - 5:00 pm
11.25 NASW/11.0 UPA Endorsed Continuing Education Units
The genogram assessment has been used by a wide range of therapists and counselors for years. Genograms are probably one of the most effective clinical tools available to help therapists see the many interdependent and interrelated variables that impact the behavior of their clients. In this class, participants will receive a detailed introduction to the genogram and how it can be utilized in a variety of clinical settings by a broad spectrum of clinically trained professionals. Many examples will be presented and a variety of resources and tools examined. Participants will complete this workshop with the skills and tools to begin using the genogram assessment immediately.
Mark Gaskill, MFT, is a family therapist currently employed by the University of Utah as the project coordinator for the Young Parenthood Program. His prior professional experiences include clinical director of several substance abuse treatment programs, staff therapist in a sexual offender treatment program, private practitioner, a consultant to business and industry, and a public speaker. In addition, Mr. Gaskill has published three books and several articles on a variety of topics - the most recent being Systemic Parenting: An Exploration of the Parenting Big Picture (2nd edition). He is also the author of the Systemic Functioning and Resources Assessment - an exciting assessment tool that will be pushing the envelope of case management and clinical assessment.
Two-Day Afternoon Course
Systemic Parenting
SW 860–018 (non–credit)
June 14 - 15, 2007 1:00 pm - 5:00 pm
7.5 NASW/UPA Endorsed Continuing Education Units
Systemic parenting - what is it? This is a workshop for therapists and counselors who work with parents. Essentially, parenting systemically is a model for viewing undesirable behaviors as symptoms rather than isolated, abhorrent acts or child deficits. This workshop introduces this model of clinical thought to mental health professionals and explores many ways of incorporating it into a variety of treatment settings. Participants will complete this workshop with greater knowledge of how intimacy, empathy, emotional process, and emotional safety impact the parent-child and therapist-parent relationships.
Mark Gaskill, MFT, is a family therapist currently employed by the University of Utah as the project coordinator for the Young Parenthood Program. His prior professional experiences include clinical director of several substance abuse treatment programs, staff therapist in a sexual offender treatment program, private practitioner, a consultant to business and industry, and a public speaker. In addition, Mr. Gaskill has published three books and several articles on a variety of topics - the most recent being Systemic Parenting: An Exploration of the Parenting Big Picture (2nd edition). He is also the author of the Systemic Functioning and Resources Assessment - an exciting assessment tool that will be pushing the envelope of case management and clinical assessment.
One-Day Afternoon Course
Evidence-Based Practice: Finding the Best Evidence
SW 860–019 (non–credit)
June 15, 2007 1:00 pm - 5:00 pm
3.75 NASW/3.5 UPA Endorsed Continuing Education Units
Location: PC Lab in the Marriott Library Multimedia Center
This course will introduce participants to the concepts of "evidence-based practice." Content will include an overview of rationale and procedures of evidence-based practice in social work and related helping professions. Topics will include the formulation of questions and the use of research databases and other sources to identify research evidence. In particular, participants will learn to access evidence in the form of systematic reviews available through the Cochrane and Campbell Collaborations. In addition, issues related to evidence appraisal, including research validity and generalizability, will be discussed.
Joanne Yaffe, PhD, ACSW, is an associate professor at the University of Utah College of Social Work, where she has served on the faculty since 1987. She currently serves as chair of the research curriculum, and teaches research courses in both the MSW and PhD programs. She studies intervention research, evidence-based practice, internet applications in social work and social work education, and program evaluation.
Summer Semester Courses
Complexity of Intimate Partner Violence
SW WK 860-020 (non-credit)
SO WK 5860-020, 6860-020 (2 credit)
Tuesdays, May 15 - June 20, 2007 1:00 pm - 5:00 pm
22.5 NASW/UPA Endorsed Continuing Education Units
Domestic violence has a ripple effect on family, friends, co-workers, and community members. This course will help participants identify intimate partner violence and how to intervene when working with victims/survivors. The complexity of this issue, identifying barriers, and strategies to empower survivors to live a more violence-free life will be examined. The purpose of the course is to develop a deeper understanding of the nuances of domestic violence. Intimate partner violence will be defined so that participants can identify it in clients, understand the stages of the cycle of violence, and recognize how it comes into play in relationships. The course will examine the law, the role of law enforcement and the courts in domestic violence, special challenges of the health care system, and the laws regarding reporting abuse. Participants will discuss safety planning and risk assessment, and identify other tools which can be utilized with survivors. The course will identify clinical issues that must be addressed when working with domestic violence survivors, community resources to support survivors, and special challenges that immigrant and battered refugee women face. Participants will examine the impact witnessing violence has on children, and will discuss the research on behaviors that children exhibit and therapy techniques that work when treating children and mothers.
This course can be counted toward CEU requirements for domestic violence licensure standards.
Asha Parekh, LCSW, is the Salt Lake Area Safe at Home Coalition Project Director for the YWCA in Salt Lake City. She was the YWCA Battered Women's Shelter Director for three years and has over 11 years of experience in the battered women's movement. She is also the chair of the Utah Domestic Violence Council.
Motivational Interviewing
SO WK 860-021 (non-credit)
This course is not available to students unless special permission is
granted.
Thursdays, May 24 - June 20, 2007 1:00 pm - 6:00 pm
18 NASW/UPA Endorsed Continuing Education Units
This workshop is designed for participants to review the basic principles of Motivational Interviewing. Participants will learn the basic philosophy and skills of Motivational Interviewing and review application of Motivational Interviewing in a variety of clinical settings.
Training will include:
• Rationale and background research
• The skills and techniques of Motivational Interviewing
• Review of basic counseling skills from a Motivational Interviewing perspective
• A structured menu of strategies for brief Motivational Interviewing intervention
• Videotape demonstrations of the application of Motivational Interviewing
• Application of Motivational Interviewing skills in a variety of settings
Participants who complete the workshop will be able to:
• Identify and apply the basic principles of Motivational Interviewing
• Avoid common traps which can interfere with or decrease client's motivation
• Identify and apply basic opening strategies which can enhance motivation
• Learn basic strategies for identifying and handling resistance
• Provide feedback and information in a manner that enhances motivation
• Recognize and enhance client readiness to take action
• Help clients recognize and decrease ambivalence about changing
• Use Motivational Interviewing strategies to foster and maintain behavior change
• Learn about other methods of persuasive communication
Brad Lundahl, PhD, is an assistant professor in the University of Utah's College of Social Work. He earned a PhD in clinical psychology in 2004 from Northern Illinois University where his research focused on parenting, disruptive behavior disorders in children, and motivation. Since earning his MSW from the University of Utah in 1995, he has practiced working with families, individuals, and groups in agencies and in private practice. Dr. Lundahl is a member of the Motivational Interviewing Network of Trainers. He has completed several trainings in Motivational Interviewing, including the Network of Trainers program where he learned from seasoned trainers including the founding father of Motivational Interviewing, Dr. William Miller. Dr. Lundahl has taught a semester-long course on Motivational Interviewing as well as training several agencies in Salt Lake County. In addition to teaching Motivational Interviewing and using it in his practice, Dr. Lundahl is beginning to research aspects of Motivational Interviewing.
Students that need MSW elective credit for Motivational Interviewing should register for SW 6623-018 which is taught Thursday mornings.
Social Work in the School Setting: Understanding Special Education Laws
SO WK 860-022 (non-credit)
SO WK 5860-022, 6860-022 (2 credit)
Wednesdays, May 15 - June 20, 2007 3:00 pm - 7:00 pm
22.5 NASW/UPA Endorsed Continuing Education Units
The objective of this class is to introduce special education rules and regulations on the federal, state, and local government levels. An examination of the Utah Special Education "Golden" Rules book will include: IDEA, 504 and IEP students, LRBI, specific disabilities, inclusion, parents rights, Vocational Rehabilitation, and more. Participants will discuss the collaboration and teamwork needed between special education teachers and school social workers to best serve fragile and high-risk students and families. Emphasis will focus on the impact that special education rules and regulations have on the service delivered and case management provided by school social workers. This course will be extremely beneficial to those working in schools or any setting where families with school-aged children are being treated. Protections exist and treatment providers and parents need this information to access school services that improve educational outcomes.
Dianne Cunningham, MEd, earned her bachelor's degree in Family Science and Human Behavior and a Master of Education, both from the University of Utah. She developed a state-wide extensive network of independent agencies, community agencies, government agencies, representatives, and individuals to assist those families leaving the welfare system.
Sheri Jepperson, MEd, earned both her bachelor's degree in Psychology and a Master of Education from the University of Utah. She is currently the Director of Special Education Services over several charter schools in the Salt Lake Valley. Ms. Jepperson has worked on several state and city grants to address the needs of students-at-risk for academic failure.
Critical Incident Stress Responding: Preserving and Promoting Psychological Resilience
SO WK 860-023 (non-credit)
SO WK 5860-023, 6860-023 (2 credit)
Thursdays, May 15 - June 20, 2007 8:00 am - 12:00 pm
22.5 NASW/UPA Endorsed Continuing Education Units
Critical incident stress and psychological trauma generated by natural, human and/or technological events affect a large portion of the population. Participants in this class will gain an overview of the emerging field of Critical Incident Stress Management (CISM), learn how to conduct a critical incident stress debriefing (CISD) and study methods for preserving and promoting psychological resilience
Brian Riedesel, PhD, BCETS, is a counseling psychologist based at the University of Utah. He is a clinical associate professor in Educational Psychology, adjunct assistant professor in Family and Preventative Medicine, on the medical staff at the University of Utah Hospitals and Clinics, and maintains a private consulting practice.