School of Social Work Continuing Education

Time: 9 a.m. to noon
 
Modality: in-person
 
Presenter: Monica Matthieu, Ph.D.

Learning objectives: 

• Use group facilitation skills to conduct Advance Care Planning Via Group Visits (ACP-GV), a patient-centered best practice intervention that can be delivered in health care and community-based settings
• Enhance basic motivational interviewing (MI) skills by exploring and eliciting health care preferences, values, and needs from participants using specific MI strategies
• Utilize tools (e.g., worksheets, video, pre-group checklists) and behavioral observation methods (e.g., clinician checklist) to ensure

Course description: Clinical professionals and Matthieu, SLU SSW faculty, recently implemented and evaluated a national best practice program in the Department of Veterans Affairs (VA) that seeks to increase participation in Advance Care Planning (ACP) discussions to honor what matters most to all adults seeking health care, not just Veterans. This CE will provide an in-depth training on the best practice model, Advance Care Planning via Group Visits (ACP-GV) program that engages group participants in a discussion that elicits personal experiences and encourages participant to identify a ‘next step’ to take in the process for planning for future health and mental health care needs. ACP-GV utilizes Motivational Interviewing (MI) principles, skills, and techniques to increase motivation for change and empowerment to take charge of health and well-being by engaging in ACP discussions. In this CE, we will demo a video of a group, provide exemplars for how group facilitators apply the specific MI techniques to the group discussion with participants, and review a full scripted case example of a coded MI-concordant session of ACP-GV delivered with veterans in a healthcare setting. Finally, clinicians working in health care and community settings will prepare a pre-group checklist that will include public access to all needed materials so that they can add this module as a special topic in an ongoing group or offer this one session task group as a workshop upon completion of this CE
 
Bio: Monica Matthieu, Ph.D. is an associate professor in the School of Social Work at Saint Louis University and is a Research Social Worker for the Central Arkansas Veterans Health Care System, Department of Veterans Affairs (VA).  Matthieu is engaged in research and program evaluation related to VA’s national suicide prevention program, implementation of trauma treatment in the VA, and improving assessment, intervention, and referral to treatment for individuals at risk for suicide in social service and health care settings in the St Louis metro area

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Time: 1 to 4 p.m.
 
Modality: in-person
 
Presenter: Libby Trammell

Learning objectives: 

• Define harm reduction and provide 3 examples of harm reduction in the field of social work.
• Describe new ways to encourage self-determination in their clients/in their work.
• Apply the NASW Code of Ethics using case studies and discussing dilemmas with other   attendees

Course description: This CE course will describe two ethical decision-making frameworks and examine best practices for their use in harm reduction practices and for fostering client self-determination. First, the ethics of the two frameworks will be reviewed, compared, and contrasted. Second, this CE will use clinical case studies and ethical dilemmas to apply the frameworks to common situations clinical practitioners may face in direct practice settings. The selected cases will be drawn from topics and/or clinical practice settings that include substance use, human trafficking, intimate partner violence, and homelessness. 
 
Bio: Libby Trammell (she/her) is an adjunct instructor in the School of Social Work at Saint Louis University. She teaches 'Approaches to Trauma Care' for MSW students and 'Dismantling Oppression' to undergraduate students. She serves as the Volunteer Service Link Director at Healing Action Network, a non-profit dedicated to serving survivors of human trafficking and commercial sexual exploitation. In her free time, you can find Libby volunteering at clinics to help injured wildlife or walking her corgi Watson.

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Time: 9 a.m. to noon
 
Modality: in-person
 
Presenter: Charvonne (Long) Sturdivant

*Meets Suicide and Diversity (1.5 CEH each) 

Learning objectives: 

• Describe cultural differences in suicidal ideation and existing prevention/intervention strategies. 
• Examine ways culturally relevant risk factors influence challenges to existing suicide prevention/intervention strategies.        
• Schematize methods to improve existing prevention/intervention frameworks to meet the needs of culturally diverse groups (i.e., African Americans, Hispanics, LGBTQ+, etc.)

Course description: This CE course will provide social workers, clinical professionals, and other social services, criminal justice, and education professionals with information to increase their knowledge of culturally adapted suicidal ideation. Participants will learn how to recognize factors that may influence suicidal ideation among culturally diverse groups (i.e., African Americans, Hispanics, LGBTQ+, etc.) and how existing prevention/interventions have been utilized in universal settings. Finally, participants will use a socio-cultural framework to consider new ways to apply existing suicide prevention/interventions for diverse groups, with special attention to social factors.  
 
Bio: Charvonne Sturdivant is the manager of research and evaluation with Illume: Center of Behavioral Health Excellence and a doctoral student at Saint Louis University School of Social Work. Charvonne has extensive experience with data analysis, and her research interests seek to integrate cultural competency into suicide prevention and youth mental health.

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Time: 1 to 4 p.m.
 
Modality: in-person

Presenter: Allison Gibson, Ph.D.

 *Meets Ethics Requirement (3 CEH)

Learning objectives:

• Analyze ethical dilemmas commonly encountered with individuals affected by Alzheimer's disease and other neurocognitive disorders.
• Apply ethical principles and problem-solving techniques to real world case studies and practical scenarios.
• Implement communication skills to effectively engage with individuals with Alzheimer's and their families. 

Course description: In this CE course, we will explore the intricate intersection of Alzheimer's disease and ethical practice within the realm of social work. We will delve into the multifaceted challenges faced by social workers in providing care and support to individuals affected by Alzheimer's and other neurocognitive disorders while navigating complex ethical dilemmas. From understanding the progression of the disease to upholding principles of autonomy, beneficence, and justice, we will examine the critical role of ethical decision-making in ensuring the well-being and dignity of those living with Alzheimer's and their families. Through case studies and practical applications, we will equip attendees with the knowledge, skills, and resources necessary to navigate these challenges with compassion, professionalism, and integrity. In promoting ethical communication, collaboration, and advocacy, we aim to empower social workers to make meaningful contributions to the lives of those impacted by Alzheimer's, fostering a culture of empathy, respect, and support within the community.

Bio: Allison Gibson, PhD, MSW is an Associate Professor at Saint Louis University (SLU), School of Social Work. She is academically trained as a gerontological clinical social worker which has prepared her to conduct intervention research with persons living with Alzheimer’s disease and related dementia (ADRD). Dr. Gibson is faculty with the SLU Aging and Memory Clinic and the Gateway Geriatric Education Center. She currently serves as a board member for the Alzheimer’s Clinical Trials Consortium (ACTC) Participant Advisory Board, and she is the Program Chair for the International Society to Advance Alzheimer's Research and Treatment (ISTAART) Partnering with Participants Priority Interest Area. She is passionate about promoting clinically meaningful outcomes for people with ADRD research, as well as involving persons living with cognitive impairment in research design. Her current projects include an interdisciplinary intervention, Music Therapy and Social Work Telehealth for Older Adult Well-Being (Melo-SWell), to improve older adults’ mood and well-being. She is also testing an intervention for persons living alone with ADRD (Services to Age in Your Home; STAY Home).

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Time: 9 a.m. to noon
 
Modality: Zoom

*Meets Diversity Requirement (3 CEH) 

Presenter: Julia López Ph.D.

Learning objectives:

• Describe sexual and gender minority individuals in a gender-affirming and trauma-informed context
• Identify current social policies in the United States that specifically influence this key population
• Integrate new knowledge gained into advancing practice tools for professional growth as a social worker 

Course description: This CE course focuses on understanding the landscape among immigrants who identify as sexual and gender minority (SGM) individuals (also commonly called LGBTQIA+).  Additionally, this course will identify and explore how health inequities impact SGM immigrants in their access to basic human rights and the role of gender-affirming and trauma-informed care delivery. Finally, this course will address how current social policies hinder adequate healthcare services within this population and discuss strategies and practice tools to assist SGM immigrants seeking clinical services. 

Bio: Julia López, Ph.D., is an adjunct professor in the School of Social Work as well as a public health researcher in the field of sexual health using public health and social work theories and frameworks. She has previous clinical experience in a community mental health center. Additional areas of focus for research and presentation include health and mental health with sexual and gender minority individuals, health equity, and HIV/STI care.

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Time: 1 to 4 p.m.
 
Modality: Zoom

*Meets Ethics Requirement (3 CEH) 

Presenter: Julia López Ph.D.

Learning objectives:

• Assess the ethical implications of how power differentials impact clinical care in the community focused on immigrant health
• Analyze practical examples of anti-oppressive practice in social work
• Using ethical decision-making and reflection in action skills, evaluate self in practice and discuss opportunities to be critically reflexive when working with immigrants

Course description: This CE course focuses on understanding the landscape among immigrants who identify as sexual and gender minority (SGM) individuals (also commonly called LGBTQIA+).  Additionally, this course will identify and explore how health inequities impact SGM immigrants in their access to basic human rights and the role of gender-affirming and trauma-informed care delivery. Finally, this course will address how current social policies hinder adequate healthcare services within this population and discuss strategies and practice tools to assist SGM immigrants seeking clinical services. 

Bio: Julia López, Ph.D., is an adjunct professor in the School of Social Work as well as a public health researcher in the field of sexual health using public health and social work theories and frameworks. She has previous clinical experience in a community mental health center. Additional areas of focus for research and presentation include health and mental health with sexual and gender minority individuals, health equity, and HIV/STI care.

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Time: 9 a.m. to noon

Modality: in-person                

Presenter: Shannon Cooper-Sadlo, Ph.D.

*Meets Ethics Requirement (3 CEH)                                        

 Learning objectives:

• Apply the NASW Code of Ethics to common ethical dilemmas social workers face when working with children, youth, and families in a range of clinical and community practice settings.
• Discuss strategies to integrate ethical decision making within the school, child welfare, and family systems settings.
• Through group interaction and the presentation of case studies, evaluate the utility of various models for ethical decision making 

Course description: This CE course will use the NASW Code of Ethics and discuss how it pertains to common dilemmas social workers and other clinical professionals face related to confidentiality, mandatory reporting and working with children and adolescents and their families. The complexity of working ethically increases exponentially when working with two or more members of a system, such as a couple or family, which is often the case when working with children and youth. Consideration about the social workers’ responsibility within the interdisciplinary setting of the school, child welfare, and family systems will be explored. Participants will have the opportunity to compare and to contrast ethical decision-making models and then use them to guide potential decisions surrounding real-life case examples.

Bio: Shannon Cooper-Sadlo, Ph.D., is the associate dean of academic affairs and a clinical professor, who currently teaches B.S.S.W.-level practice courses and M.S.W. courses in the clinical concentration at Saint Louis University’s School of Social Work. Cooper-Sadlo is a graduate of the Saint Louis University B.S.S.W. program, the University of Denver M.S.W. program, and obtained her Ph.D. in family therapy from Saint Louis University. She has been in clinical practice with various populations and specializes in areas of family therapy, substance use, co-occurring disorders, and trauma. In these positions, she has had significant experience working with individuals and families in hospitals and community settings. She has also provided various community workshops for professionals in the areas of trauma, substance use and the impact on the family. 

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Time: 1 to 4 p.m.

Modality: In person                

Presenter: Beth S. Barrett

 *Meets Implicit Bias/Diversity Requirements (3 CEH each)

Learning objectives: 

• Understand resilience as a professional skill
• Identify one’s own implicit biases as they impact professional practice
• Explore one’s experiences with oppression as well as resulting grief responses
• Develop strategies for building new skills for professional resilience

Course description: Professional resilience is a key to successful and balanced social work practice. One can develop their ability to manage or adapt to challenges, stressors, and change by deliberately building skills of resilience. This CE course will explore fostering one’s professional resiliency through the impact of one’s implicit biases, experiences of oppression, and related grief. Using activities of self-exploration and self-reflection, participants will consider the influence of their own social identities and lived experiences on the biases they may hold, losses or changes they may have experienced, and the resulting griefwork that they may need to address. In identifying and addressing these factors, one can implement new skills of resilience into their professional work.

Bio: Beth Barrett is an associate clinical professor and faculty field liaison for SLU’s School of Social Work.  She teaches courses in social work clinical skills, end-of-life, grief, and integrative practice seminar. Beth specializes in end of life and grief issues, change and loss across the life cycle, field education, and professional development for social workers. Her clinical experience includes working with children, adolescents, and adults facing life threatening illness, as well as their families, from diagnosis through death and bereavement. Beth holds the NCCJ St. Louis’ Certified Diversity FaciliTrainer certification and serves on the School’s DEI Committee.

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Time: 9 a.m. to noon

Modality: Zoom               

Presenter: Charles Franke

*Meets Implicit Bias/Diversity and Ethics Requirements (1.5 CEH each)                         

 Learning objectives:

• Identify when implicit bias may be present when working with a client in a larger body and learn advocacy strategies for working with clients when sizeism and weight stigma are present.
• Apply ethical decision making and self -awareness skills to enhance therapeutic rapport and reduce the influence of their own implicit bias.
• Discuss strategies to address sizeism, weight stigma, and implicit bias in accord with the professional ethical standards for clinical professionals with particular attention on social workers.

Course description: Sizeism and weight stigma impact every facet in the lives of people in larger and marginalized bodies, especially in relation to healthcare outcomes and clinical interactions with helping professionals. As social workers, we are ethically obligated to ensure the dignity and worth of the individual, as a result, a call to action on sizeism and weight stigma is underway. For many social workers this first includes examining implicit biases related to our own response to being in the presence of larger bodies. The effect of sizeism and weight stigma impact all aspects of social work practice including clinical work, referral and discharge processes, goal setting, and communication styles. In this CE course, we will look deeply into the ethical issues and the implicit biases that can occur, develop strategies for ethical decision-making, reflection and self-awareness, and examine the history of sizeism and weight stigma that is pervasive in society. Case studies and group discussions of ethical dilemmas will be used to amplify opportunities for improvement while building individual awareness that can better serve our clients, understand how implicit bias impacts clinical care, and create safety for those we serve. 

Bio: Charles “Chaz” Franke is an adjunct professor in the School of Social Work is a therapist and clinical supervisor for Light Source, a small group practice in Belleville, Illinois, He has a Bachelor of Arts degree in Psychology from McKendree University, and a Master of Social Work degree from SLU. Mr. Franke has been practicing therapy full time since 2007.  Since the beginning of his career as a therapist, he has worked with trauma and its long reaching effects. This work has included extensive work with all ages and all walks of life. He specializes in self-compassion and integrating Eastern thought and philosophy into the therapeutic process.  Chaz provides both clinical and reflective supervision to clinicians across many settings to help further their ability to find their voice in the field and maintain engagement in their work. 

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Time: 1 to 4 p.m.

Modality: Zoom

Presenter: Ping-I (Daniel) Lin, M.D., Ph.D.

*Meets Suicide Requirement   (3 CEH)

Learning Objectives: 

• Evaluate the Impact of Socioeconomic Factors on Suicide Risk: Critically assess evidence for the association between socioeconomic elements, such as income, education, employment status, and racial/ethnic background, and suicide risk.
• Examine the Interplay Between Socioeconomic Factors and Mental Health Conditions: Analyze how socioeconomic indicators may interact with mental health conditions to influence suicide risk.
• Design Targeted Interventions: Develop and propose strategies and interventions that can mitigate the impact of adverse socioeconomic conditions on suicide risk.

Course description: This CE course provides an in-depth analysis of the relationship between socioeconomic factors and suicide risk. Through a combination of lectures, case studies, and interactive discussions, participants will explore how elements such as income inequality, unemployment, education levels, and social support networks contribute to suicide risk. The course will cover theoretical frameworks, current research findings, and practical approaches to identify at-risk individuals and develop effective interventions. By the end of the course, participants will be equipped with the knowledge and tools to address socioeconomic determinants of suicide in their professional practice.

Bio: Ping-I (Daniel) Lin, M.D., Ph.D., is an associate professor in the Department of Psychiatry and Behavioral Neuroscience at Saint Louis University’s School of Medicine. He is also an Adjunct Associate Professor in the Discipline of Psychiatry and Mental Health at the University of New South Wales, Australia, and a Senior Researcher at Neuroscience Research Australia (NeuRA). Lin's area of expertise lies in the intersection of psychiatry, neuroscience, and public health, with a focus on psycho-socio-biological underpinnings for mental health outcomes, including suicide risk. His research aims to uncover the underlying mechanisms linking socioeconomic adversity to psychiatric disorders and to develop effective interventions for vulnerable populations.

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Time: 9 a.m. to noon

Modality: In-person               

Presenter: Wendy L. DuCassé                     

 Learning objectives:

• Identify common responses to grief.
• Implement effective grief support strategies.
• Build collaborative partnerships with building staff.

Course description:  Community violence. Car accident. Death of a staff member. What can school professionals do to support students and staff through losses such as these? Participants will review their setting's current procedures, explore culturally affirming and research-based best practices, and identify key strategies to consider when revising their crisis plan.

Bio: Wendy L. DuCassé

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Time: 1 to 4 p.m.

Modality: In-person

Presenter: Rachel Crowe and Lindsay Kyonka

Learning objectives: 

• Describe the key aspects of trauma and the impact on caring professionals.
• Identity the core principles of trauma informed care as critical for self-care & avoiding compassion fatigue/burnout.
• Apply the social work helping framework and trauma informed self-care principles in developing a plan for self-care practices for caring professionals.

Course description: This CE course will review the key impacts of trauma, particularly the physiological changes, how trauma changes the worldview, and relationships with others. Our focus will be on the vulnerabilities of helping professionals. We will start with a review of the literature, which notes a higher incidence of previous trauma exposure and ongoing risk of secondary and vicarious trauma from professions that care for others such as front-line workers and clinicians proving direct practice in a variety of health, education, and social care settings. The core principles of trauma informed care as critical for self-care & avoiding compassion fatigue/burnout will be reviewed and how these principles “embody" the principles of trauma informed care in our personal & professional lives. Finally, the social work helping and trauma informed self-care frameworks will be presented so that participants can apply the frameworks in relation to: engagement with self (e.g., being, mindfulness, and self-compassion), assessment and readiness for self-care (e.g., Motivational Interviewing, and stages of change), intervention (applying skills (e.g., Dialectical Behavior Therapy, Mindfulness Based Stress Reduction) and implementing and evaluating the impact (e.g., noticing change non judgmentally, boundaries, savoring progress) of planning and completing their own self-care practices. 

Bio: Rachel Crowe was recently appointed as a full time assistant clinical professor and faculty field liaison, having served in this role as an adjunct Assistant Professor and Field Liaison for the BSSW program in SLU’s School of Social Work for 3 years. She formerly served as the Learning & Professional Development Director for the St. Louis Crisis Nursery, where she has worked for over 23 years 

Lindsay Kyonka is a licensed clinical social worker currently serving as program quality and evaluation director at the Saint Louis Crisis Nursery. She earned her Master of Social Work degree with a concentration in Family Practice from the University of Missouri-St. Louis and holds a Graduate Certificate in Violence and Injury Prevention from the Brown School at Washington University. Lindsey has more than 15 years of professional experience working with vulnerable children and families, including specific training and expertise in program development, program evaluation, trauma informed care, evidence-informed interventions for families facing risk factors for child abuse and neglect, and interventions for children with problematic sexual behaviors.

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Time: 9 a.m. to noon

Modality: Zoom               

Presenter: Aaron M. Laxton

*Meets Ethics Requirements (3 CEH)                    

 Learning objectives:

• Understand the ethical considerations and professional standards for using AI technology in social work practice, in alignment with NASW's Code of Ethics.
• Critically evaluate AI tools and technologies to ensure they are evidence-based, effective, and ethical for use in diagnosis and treatment planning.
• Develop practical and ethical decision-making skills for incorporating AI technology into the assessment process, including identifying appropriate AI tools, interpreting AI-generated data, and integrating these insights into comprehensive treatment plans.

Course description: This 3-hour CE course is designed to equip social workers and clinical professionals with the knowledge and skills necessary to incorporate AI technology into diagnosis and treatment planning. Participants will learn how to leverage AI tools to enhance clinical decision-making, improve client outcomes, and maintain ethical standards in practice. The course will cover the fundamentals of AI technology, its application in social work, and practical strategies for integrating these tools into everyday practice. Emphasis will be placed on aligning these practices with the National Association of Social Workers (NASW) core competencies, ensuring a holistic, ethical, and client-centered approach.

Bio: Aaron M. Laxton is the executive director of the Assisted Recovery Center of America, where he has successfully integrated AI technology into the practice, collaborating with over 95 interdisciplinary professionals. He earned his Master of Social Work from Saint Louis University and is currently in his third year of a Ph.D. program, focusing on addiction research. Aaron is a Licensed Clinical Social Worker (LCSW) in the State of Missouri. With over thirteen years of experience in social services within Missouri, he has devoted his career to assisting individuals with opioid use disorder (OUD) and substance use disorder (SUD), as well as their families. Aaron's personal lived experience with addiction is his most asset, allowing him to bring deep empathy and insight to his professional work. 

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Time: 1 to 4 p.m.

Modality: Zoom

Presenter: Stacy Meers

Learning objectives: 

• Discuss the history of psychedelics - discovery, early treatment research, politics & government regulation.
• Outline public policy, public awareness/education, and other factors that have contributed to the rise in interest in psychedelic and interventional techniques.
• Review the research and evidence base for psychedelic-assisted therapy interventional approaches that may be used in the treatment of mental disorders including treatment-resistant depression, end-of-life anxiety, post-traumatic stress disorder, and substance use disorders.
• Evaluate factors that may impact the provision of psychedelics and interventions including stigma, settings, culture, and professional ethics.

Course description: This CE course will provide social workers and other clinical professionals with an in-depth understanding of the history of interventions, current research, and evidence for the use of psychedelics in treating mental disorders. Additionally, the course will delve into the public awareness, education, and policy implications of using psychedelics to treat conditions such as traumatic stress, depression, anxiety, and substance use. We will explore the ethical considerations associated with psychedelics, focusing on the current and future ethical considerations related to the National Association of Social Workers (NASW) guidelines. Legal and practical considerations will be addressed to ensure compliance with relevant laws and regulations. Finally, this course will highlight how this knowledge can assist clinicians in their day-to-day practice in supporting their client’s overall health and wellness outcomes.

Bio: Stacy Meers has over 20 years of professional experience in information systems design and development, resource navigation, change management, and leadership.  Stacy is an advocate for psychedelic-assisted therapy and the importance of public education and research.  Completing an MSW degree from SLU in May of 2025 focused on Communities & Organizations, she currently works with veteran and community-based organizations to support collaboration, research, policy development, and education. 

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