Council on Social Work Education Annual Program Meeting

Location: A 705

Presenters:

• Becky Cottrell, PhD, CPACC, Social Work Online and Hybrid Development Analyst
• Ann F. Sullivan, Ph.D., Lecturer in Social Work
• Erin Boyce, Ph.D., MSW, Lecturer in Social Work
• Julie Clockston, DSW, LCSW, Cert Ed, Assistant Professor and DEI Co-Coordinator

Summary: Attendees will explore the Design Justice framework, co-create with colleagues, and take a challenging approach to equity in curriculum design. We are raising the bar on implementing equity and inclusion in the course design process as we advance teaching skills and refine curriculum development from a collaborative and anti-oppressive lens.

Learning Objectives:

• Immerse themselves in the Design Justice framework as a guide for anti-oppressive curriculum development and inclusive pedagogy.
• Co-create with colleagues using Design Justice principles to enhance course design decisions using your own expertise in a fun and engaging way!
• Share design knowledge and pedagogocial tools with the workshop community in a spirit of collegiality.

Location: A 701

Presenter: Amanda M. Baranski, DSW, LCSW, Lecturer in Social Work

Contributors:

• Lauren Busfield (Saint Elizabeth University)
• Megan M. Conti, DSW, LCSW-R (Siena University)

Summary: AI content writing is already being used by students in higher education to create literary content for assignments. We will discuss how to identify AI, as it does not appear on plagiarism checkers, write questions that AI has trouble writing, and discuss what this means for education in general.

Learning Objectives:

• Identify content written by AI software.
• Create prompts that AI has trouble answering in a comprehensive way.
• Engage in conversations about what AI content writing means for the future of Social Work Education.

Location: Marquis Ballroom, Salon D

Panelists:

• Erin Boyce, Ph.D., MSW, Lecturer in Social Work
• Alexandra N. Hood, MSW, (University of Houston) (MSU Denver MSW Class of 2021)
• Priscilla Kennedy, LMSW, (University of Houston)
• Quenette L. Walton, Ph.D., LCSW (University of Houston)

Contributor: 

• Payge Wyman, BSP, BCaBA, MSU Denver MSW Program student

Summary: This panel explores the experiences of the mentor-mentee relationship between professors and graduate students who have different racial backgrounds. The presenters will reflect on their experiences with one another and how they facilitated empowering relationships. Drawing on anti-racist frameworks, implications for teaching and practice will be explored.

Learning Objectives:

• This panel will explore anti-racist membership that helps facilitate growth and empowerment in graduate students.
• Upon completion, the participant will be able to identify what makes for a strong mentor-mentee relationship beyond social identity.
• Panelist will invite participants to discuss the benefits of anti-racist mentorship for both the mentor and mentee and describe their own experiences.

Location: International 6

Presenters:

• Erin Boyce, Ph.D., MSW, Lecturer in Social Work
• Benjamin Cooper, Ph.D., HOPES Program Coordinator at MSU Denver
• Miguel Huerta, LSW, Affiliate Social Work Faculty and Assistant Director of Community Engagement and Programs in the Student Care Center at MSU Denver
• Ily N. Mabe, MSU Denver BSSW Program Student
• Saoirse Maloney, MSU Denver History student

Contributors:

• Ambey Clark, MSU Denver MSW Program student
• Diana Plata, MSU Denver BSSW Program student
• Payge Wyman, BSP, BCaBA, MSU Denver MSW Program student

Summary: Over the last four years programs who serve the most vulnerable students on university campuses have gained attention. Providing strong evaluation ensures that student needs are addressed. During this session, we will discuss the importance of elevating the voice of those most impacted by program decisions through participatory action evaluation.

Learning Objectives:

• Explore the impact of PAE on marginalized student populations. We will specifically focus our discussion on the perspectives of both students and leadership.
• Discuss the implications of PAE within the higher education environment. This presentation will explore these implications as they relate to developing sustainable university programming and change.
• Examine how PAE can be implemented within your own community and projects.

Location: International 5

Presenters:

• Julie Clockston, DSW, LCSW, Cert Ed, Assistant Professor and DEI Co-Coordinator
• Tarek Zidan, Ph.D. (Indiana University)
• Cheryl Fergerson, DSW, LCSW, ACHP-SW, MSU Denver Affiliate Social Work Faculty (University of Mississippi)

Summary: Providing evidence-based courses applying concepts fostering interculturally competent course design for future social workers helps to break social barriers. Disability studies support positive social and ethical implications. Students are drawn to learning environments where they apply cognitive, and affective behavioral skills, leading to workforce preparedness combating ableism and embracing diversity.

Learning Objectives:

• Explore the Disability Justice framework for curriculum development.
• Identify how the Disability Justice framework aligns with the new EPAS.
• Apply the principles of Disability Justice to curriculum development.

Location: Imperial Ballroom, Salon A

Presenters:

• Lusta Phanord, MA, Ph.D., ABD (Yeshiva University)
• Amber Bell, Ph.D., MSW (Lincoln University, Missouri)
• Daneen M. Harris (Western Connecticut State University)
• Crystal George-Moses, LMSW (CUNY Lehman College)
• Erica Bosque, MSW, LCSW, PPSC (San Francisco State University)
• Carla A. Fagan, Ph.D., MSW (Methodist University)
• Bianca Brandon, MSW, LCSW, Lecturer in Social Work

Summary: Presenters will discuss the co-inquiry group process through which they explored their experiences as Black faculty who teach race-based content in social work programs. They will share insights into what it means, what it takes, and what it costs to teach such content, and the benefits of the group process.

Learning Objectives:

• The objectives are to discuss presenters’ experiences teaching race-based content in social work programs, share insights into what it takes, what it means, and what it costs to teach such content, highlight their perspectives on the co-inquiry group process and how it supports a positive teaching experience, and lessons learned.

Location: Poster 21

Poster Presenters:

• Payge Wyman, BSP, BCaBA, MSU Denver MSW Program student
• Saoirse Maloney, MSU Denver History student

Contributors:

• Erin Boyce, Ph.D., MSW, Lecturer in Social Work
• Ambey Clark, MSU Denver MSW Program student
• Vincent Castillo, MSU Denver BSSW Program student
• Vanesa Cuellar-Leyva, MSU Denver Environmental Engineering student
• Miguel Huerta, LSW, Affiliate Social Work Faculty and Assistant Director of Community Engagement and Programs in the Student Care Center at MSU Denver
• Diana Plata, MSU Denver BSSW Program student

Summary: This E-Poster will present findings from the implementation of a peer mentorship model in higher education. Peer mentorship is emerging as an effective method for increasing student engagement and improving key educational outcomes. We will demonstrate the benefits of peer mentoring for students at an urban centered, Hispanic Serving Institution.

Learning Objectives:

• Explore the use of peer mentoring with underrepresented students.
• Explain the impact peer mentoring can have on a sense of belonging and academic success.
• Explore areas of further research.

Location: International 1

Presenter:

• Christian Itin, MSW, Ph.D., Professor and Curriculum Coordinator

Summary: This experiential workshop will explore nondeliberative group work in virtual contexts. The theoretical and philosophical underpinning of experiential group work will be explored, and participants will be engaged in activities that can be used in classes, meetings, and clinical contexts. Participants will come away with practical skills, tools, and resources.

Learning Objectives:

• Develop a beginning understanding of how to translate nondeliberative activities from the physical world to the virtual world.
• Develop a beginning understanding of using activity in virtual groups to accomplish a variety of goals from educational to therapeutic.
• Experience the power of nondeliberative activity-based group work and its ability to build transformative connections.

Location: M 101

Presenters:

• Julie Clockston, DSW, LCSW, Cert Ed, Assistant Professor and DEI Co-Coordinator
• Tanya Greathouse, Ph.D., LCSW, Associate Professor and DEI Co-Coordinator
• Marina Pereira, MSW, Associate Professor

Summary: Safe spaces for BIPOC faculty and staff to receive support and mentoring helps with recruitment and retention of culturally diverse faculty and staff. Support in safe spaces affirm BIPOC faculty and staff and translates to our future social workers the importance of the micro, mezzo, and macro systems of service.

Learning Objectives:

• Explain the purpose of a safe space specifically designed for BIPOC faculty and staff.
• Demonstrate the importance of developing collaborative group norms and acknowledging historically oppressive power structures and hierarchical dynamics.
• Understand the components of creating a safe space.
• Develop a plan of action incorporating anti-racist and anti-oppressive practices to create a safe space and operationalize it.

Leading Critical Conversations: Human Rights are Global Rights

November 10-13, 2023 | Anaheim, California

10 social work faculty presented at five different sessions during the 2022 APM – learn more about their presentations below!

Employment-Based Internships: Impacts and Trends in the Social Work Field | Thursday, November 10 at 1:00 PM

• Presenters:
  • Amanda Marsh Baranski, DSW, LCSW, Lecturer in Social Work
  • Ann Sullivan, LCSW, Ph.D., Clinical Field Faculty
• Learning Objectives:
  • Upon completion, the participant will be able to describe the benefits and barriers of a workplace internship from the lens of the student, field supervisor, and filed educators.
  • Upon completion, the participant will be able to demonstrate the need for the advancement of workplace internships and implementaiton of policies and best practices.
  • Upon completion, the participant will be able to summarize an implementation strategy for policies and best practices related to workplace internships.

Teaching Telehealth Approaches in a Pandemic | Friday, November 11 at 7:45 AM

• Presenters:
  • Eileen Starr, MSW, LCSW, Ph.D., Associate Professor
  • Dawn Matera-Bassett, LCSW, Ph.D., Professor
  • Susie Ryder, LCSW, LAC, Director of Field Education
  • Tanya Greathouse, LCSW, Ph.D., MSW Program Director, Associate Professor, and DEI Co-Coordinator
  • Lori Darnel, JD, MSW, Assistant Professor
• Overview: This panel will discuss teaching MSW students telehealth and its application in integrated health care settings. Issues surrounding telehealth such as privacy concerns, ethical considerations, biases in health care settings, and training MSW students to feel competent using this platform that has exponentially increased as a result of the Pandemic.
• Proposal text: This panel of experts will explore and discuss the strengths and challenges related to teaching MSW students the use of telehealth platforms and their applications in integrated health care settings. Since the beginning of the Covid-19 Pandemic, electronic video platforms delivering mental health care have drastically increased. Focus is placed on issues surrounding telehealth such as privacy concerns, ethical considerations, and training. The panel will address how intersectionality and the social determinants of health affect the efficacy of telehealth while exploring diversity and equity issues, especially within marginalized communities. The panel will address the challenges and opportunities teaching MSW students how telehealth is used in integrated health care settings. We will also explore the similar challenges and opportunities using telehealth with various communities.

  Technology has been the focus of telehealth, but it is actually about how to deliver competent and ethical services, where and how they can be provided and how they can enhance clinical care. The panel will further articulate what telehealth is while reflecting on its history and current usage. We will examine the dynamics of regulations, for example having to provide services from a different state, as well as the importance of delivering culturally competent care. We will describe the concepts of the aforementioned as well as cultural humility as it applies to integrated care providers. Further, the panel will discuss what populations benefit most from telehealth while reflecting on its challenges and limitations through an intersectional multicultural lens. Finally, we will address telehealth applications with various communities and how to best teach these applications to MSW students so they may feel competent in utilizing this platform.

• Learning Objectives:
  • Articulate what telehealth is while reflecting on its history and current usage
  • Examine the dynamics of regulations, ethical considerations, privacy as it applies to integrated care telehealth providers, integrating this in clinical coursework for MSW students.
  • Describe concepts of cultural competency and cultural humility as they apply to telehealth; Identify what populations benefit from telehealth while reflecting on its challenges and limitations through an intersectional multicultural lens

Dismantling ‘Other’ness in Child Welfare Leadership | Saturday, November 12 at 7:45 AM

• Presenters:
  • Kate Trujillo, LCSW, Ph.D., Associate Professor
  • Lara Bruce, MSW, Project Director, Colorado Child Welfare Scholars Consortium (CCWSC)
  • Christa Doty (Butler Institute for Families, University of Denver)
  • Katie Golieb (Butler Institute for Families, University of Denver)
  • Jamie Swain (Albany State University)
  • Julie Clockston, DSW, LCSW, Cert Ed, Assistant Professor & DEI Co-Coordinator
  • Allison Hartinger-Saunders (University of Georgia)
  • Robin Hartinger-Saunders (Georgia State University)
  • Kyana Bell (Butler Institute for Families, University of Denver)
  • Marisa Gonzalez (Colorado State University, Pubelo)
• Contributors:
  • Missy Berglund (Illuminate Colorado)
  • Rachel Fore (University of Denver)
  • Carole Wilcox (University of Denver)
  • Brooke Rohde, MA, CCWSC Administrative and Financial Services Specialist
• Learning Objectives:
  • Upon completion, participants will be able to describe the developmental stages of the Intercultural Development Inventory® (IDI®) toward intercultural competence.
  • Upon completion, participants will be able analyze how the developmental continuum framework of the IDI® can support social work and specifically child welfare education, paying particular attention to the role of intersectionality within intercultural development.
  • Upon completion, participants will be able to create parallel paths for growth among educators and students that utilize a common language and orientation toward intercultural competence grounded in a mindset of critical thinking and humility.

Running on Empty: A Guide to Teaching through Collective, Ambiguous Loss | Saturday, November 12 at 12:00 PM

• Presenter:
  • Amanda Marsh Baranski, DSW, LCSW, Lecturer in Social Work
• Learning Objectives:
  • Upon completion, the participant will be able to describe ambiguous loss in the context of the COVID-19 pandemic, among other contexts.
  • Upon completion, the participant will be able to identify ambiguous loss, and the grief associated with the loss.
  • Upon completion, the participant will be able to apply tangible tools that will help both themselves and those around them (including their students) move through ambiguous loss and increase their ability to tolerate ambiguity.

Intersectionality Between Race, Religion, and Disability | Saturday, November 12 at 5:00 PM

• Moderator:
  • Julie Clockston, DSW, LCSW, Cert Ed, Assistant Professor & DEI Co-Coordinator
• Panelists:
  • Tarek Zidan (Indiana University)
  • Cheryl Fergerson, Affiliate Faculty in Social Work
• Overview: Disability is a human rights issue globally. Persons with disabilities face attitudinal barriers, including prejudice, stereotypes, and stigma. They have equal rights to non-discriminatory practices. The intersectionality between race, religion, and disabilities remains largely understudied. This panel will discuss the intersectionality between race, religion, and disability as emerging research.
• Proposal text: Background: On a global scale, race, ethnic, and disability inequalities continue to afflict marginalized populations in several nations on a worldwide scale. These inequities lend to poor health outcomes and consequences, as evidenced by the onslaught of the COVID-19 epidemic (Yaya et al., 2020). Over many years health disparities have been glaringly noted but have been routinely neglected. Traditionally individuals living with disabilities who have intersectional identities from minoritized racial, ethnic, and linguistic backgrounds frequently encounter several obstacles and barriers. According to the Brandeis Laurie Institute for Disability Policy, scarce data informs public health issues on individuals with minoritized racial, ethnic, and language intersectional identities (Ho et al., 2019). Humanity is constructed with disparities for individuals with race, ethnicity, disabilities, and religious intersections. According to the Office of Disability Employment Policy, BIPOC individuals with disabilities cope with distinctive systemic challenges due to their intersectional identities (USDL, 2021). From a global perspective, international human rights laws obligate individual countries to protect inherent rights (United Nations, 2020). However, despite the laws put into place, many individuals face horrific discrimination due to some or all their intersections. In the United Kingdom, Muslims have been classified as a community that experiences Islamophobia, and the bias toward Muslim communities is epic. According to the lead author of the study, “the non-Muslim British public is three times more likely to hold prejudiced views of Islam than they are of other faiths” (Jones &Unsworth, 2022, p. 8). Religion is an intersection area for many individuals with other identities such as a marginalized race, ethnicity disability, or gender identity. For individuals with disabilities, the intersection of religion is significantly under-researched, and there is a gap in the literature. The intersectionality between Islam as a religion and cultural beliefs and their differences regarding disability by focusing on racism, spirituality, and acculturation can impact how Muslims view disability. It can cause conflict when the children of these individuals start taking on caregiving roles, as many Muslim families do not accept the American concept of institutional caregiving (Al-Krenawi & Graham, 2000; Bagasra, & Mackinem,2019). This knowledge can help develop culturally appropriate interventions to overcome the stigma toward mentally ill clients (Al-Krenawi & Graham, 2000).

  Objectives: This presentation attempts to fill this gap in the literature and explain the complexity of intersectionality between race, religion, and disability to emphasize the issue and initiate discussions among participants to advance a research initiative on the topic.

  Implications: The panel will emphasize the cross-cultural challenges and successes experienced by Muslim American families living with disabilities. The panel discussion will have important implications for social work educators. Panelists will highlight the importance of understanding intersectionality between race, religion, and disability; while calling attention to the understudied topic to aid in closing the gap in the literature and elevate emerging research. Incorporating such content into social work curricula helps address CSWE’s (2015) Educational Policy and Accreditation Standards, which require social work programs to educate students on how to engage diversity and difference in practice (Competency 2).

• Learning Objectives:
  • Introduce attendees to the existing literature and research on the intersectionality of race, religion, and disabilities.
  • Acquaint attendees with a global perspective on intersectionality and disability related to human rights.
  • Inform attendees about the importance of initiating research on the intersectionality of race, religion, and disability.