91社区

Break out Session 1: 10:15-11:15 a.m.

Abstract: The Behavioral Health Academy

Presenter: Kevin Groves, MPA, MSW

This will be an overview of the Behavioral Health Academy (BHA).听 The original rationale for the BHA was to address the master-level behavioral health workforce shortage, the opioid epidemic, and molding student-interns to effectively treat all clients through a co-occurring lens. The BHA focuses on graduate-level, licensed professionals to recruit, employ and retain student-interns through specialized trainings, stipends, bonuses, and other site-specific benefits for BHA participants and graduates. The BHA's first cohort was in 2019.听 Academic year 2024-2025 is the 91社区 and Southwestern Behavioral Healthcare's first academic year in the BHA.

Learning Objectives:

1. Develop an understanding of the Behavioral Health Academy, its vision, and partner organizations.
2. Acquire an understanding of the BHA's Substance Use Recovery Programming Philosophy of Care.
3. Develop an understanding of specific evidence-based practices that the BHA specifically trains student-interns during their practicum with a BHA organization.

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Abstract: Social Work Licensuring in Indiana and Overview

Presenter: Beryl Cohen, MSW

This presentation provides an introduction to licensure/regulation in regulating social work practice and an overview of the different social work licenses in Indiana, general requirements and application procedures for each, and the role of licensure exams.

Learning Objectives:

1. Increase understanding on how to obtain a social work license in Indiana.
2. Learn up to date information on legislative changes related to licensing include the Interstate Compact
3. Increase understanding what to do once you have started your professional career.

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Abstract: Trauma Response through the Generations

Presenter: Christina Wicks, BSW

Participants will learn about living generations and their influencers, along with contributions to the workforce of the different generations, generational trauma, how each generation reacts to trauma and mental health and how to help those who are primarily or secondarily dealing with trauma.

Learning Objectives:

1. Define generations
2. Generational reactions in the workplace
3. Generational trauma
4. How generations respond to personal trauma
5. What can we do to react to trauma and mental health

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Break out Session 2: 12:45-1:45 p.m.

Abstract: Trauma Survival: Rewiring and Healing

Presenter: Stephanie Hirons, Doctorate of Nursing, Master of Science in Clinical Mental Health Counseling, Bachelors of Science in Nursing, Bachelor of Art in Psychology

In recent years, the word trauma has become widely used by consumers of mental health and media. Much research has been conducted on adverse childhood events and corresponding risks of poor life outcomes. Further, neuroplasticity research shows the impact of trauma on the actual structure and functionality of the brain. With heightened attention to trauma, mental health professionals are tasked with the identification of trauma responses and treatment modalities for trauma exposure. Trauma may manifest as specific emotional responses and behaviors that mimic symptoms of other mental health disorders, unrelated to trauma. When this occurs, traditional mental health treatment is likely to be less effective than treatment designed to process trauma. As mental health professionals, how can we identify, understand, and heal those who have experienced trauma?

Learning Objectives:

1. By the end of this presentation, participants will identify at least two potential manifestations of trauma.
2. By the end of this presentation, participants will describe the impact of trauma on the brain and potential consequences.
3. By the end of this presentation, participants will identify at least two evidenced-based treatment modalities for healing trauma.

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Abstract: Language Matters

Presenter: Sarah Jenkins, BSW, MSW, LSW

Perinatal Substance Use is a significant concern for our community鈥檚鈥� health and overall wellbeing. Substance use is linked to adverse outcomes for both moms and babies. Language matters during the perinatal period. Our language when speaking to patients, coworkers, and in our documentation can significantly impact the trajectory of a patient鈥檚 path of recovery. Pregnant women with a substance use disorder (SUD) or in recovery often feel a great deal of shame and face tremendous stigma from healthcare providers, including social workers. As social workers, we can help to overcome negative biases and combat stigma by using person first language as we speak and as we document. Research on the impact of using person first language shows that compassion in language can help support moms; therefore, making them more likely to seek prenatal care, access earlier treatment interventions, make plans to keep the family unified, and improve overall outcomes for a healthy pregnancy. The presentation will display findings of how mindfulness can empower the provider and also the patient. We will take a look at examples of person first language in the perinatal context. By transforming our way of biased thinking, we open up the conversation to look at a person as they truly are instead of looking at a person as their disorder. My hope is to help encourage fellow social workers and providers to reduce stigma so pregnant women feel comfortable raising their voices and asking for help, not staying in their shame.

Learning Objectives:

1. Explore Substance Use Disorder (SUD) or recovery in the perinatal period.
2. Discuss why language matters.
3. Dig into the stigma of SUD in pregnancy
4. Learn what person first language is, go over examples, and it's impact.

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Abstract: Advancing the 2024 National Strategy for Suicide Prevention Using Retrospective Fatality Analysis

Presenters: Anne Kelly, Phd and Janet Schenell, MSW, LCSW

Retrospective Fatality Analysis (RFA) uses the psychological autopsy method to identify contributing factors to suicide, supporting both prevention and postvention efforts. By examining the circumstances surrounding a death, RFA identifies system gaps and provides insights to strengthen prevention strategies while offering loss survivors opportunities for meaning-making. This presentation demonstrates how RFA aligns with the 2024 National Strategy for Suicide Prevention by addressing system weaknesses and enhancing prevention and postvention approaches.

RFA involves comprehensive data collection, including medical and law enforcement reports, personal belongings, and interviews with those close to the deceased. This method enables RFA to identify factors specific to high-risk populations and marginalized communities, making targeted system-level recommendations for improvement, which aligns with Goal 13. Additionally, RFA is implemented by social workers, medical examiners, fatality review boards, and public health departments, supporting Goal 1 by building effective, collaborative, and sustainable partnerships. By engaging with loss survivors, RFA also aligns with Goal 4, emphasizing postvention as a means of prevention, and supports Goal 10 by contributing critical data to improve the quality and timeliness of suicide prevention research.

This presentation will explore how RFA鈥檚 focus on identifying gaps and strengthening systems bridges postvention and prevention, highlighting its role in building ethical, evidence-based, and community-centered programs that align with the goals of the National Strategy.

Learning Objectives:

1. Identify and Address System Gaps: Use RFA鈥檚 psychological autopsy method to reveal weaknesses in existing prevention systems and provide targeted recommendations for strengthening suicide prevention efforts consistent with the National Strategy.
2. Empower Change Through Collaborative Partnerships: Foster effective and sustainable partnerships among social workers, medical examiners, and public health departments, supporting the National Strategy鈥檚 goal of broad-based collaboration.
3. Enhance Survivor Support for Prevention: Use RFA findings to support loss survivors, transforming postvention efforts into proactive prevention strategies, in line with the National Strategy鈥檚 emphasis on long-term recovery and support.

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Abstract: Bridging Gaps: Senior Companions Supporting Transportation to Outpatient Procedures for Older Adults

Presenters: Courtney Schmidt, MSW, LSW and Joyce Beaven, MSW

Access to healthcare for older adults is often hindered by a lack of reliable transportation, especially for outpatient procedures that require someone to accompany them. This presentation highlights the role of senior companions芒鈧�鈥漷rained volunteers or peers who assist with transportation and offer emotional support to older adults undergoing outpatient medical care.

We will explore how social work professionals can collaborate with senior companion programs to mitigate transportation barriers, reduce patient anxiety, and enhance post-procedure follow-up. Attendees will learn about successful models of senior companion services, their benefits for both older adults and volunteers, and strategies for recruiting and sustaining volunteer participation. The presentation will also discuss ethical and logistical considerations, including privacy, liability, and partnerships with healthcare providers.

This session aims to empower social workers to develop or strengthen transportation initiatives that foster community well-being, promote health equity, and improve outcomes for older adults.

Learning Objectives:

1. Identify barriers older adults face in accessing outpatient procedures and how senior companions can help.
2. Understand the benefits of peer-based transportation support for both client and volunteers.
3. Develop strategies for collaboration between social service agencies, healthcare providers, and community volunteers.

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Break out Session 3: 2:00-3:00 p.m.

Abstract: Advanced Standing or Traditional Cohort: Who Reports Better Preparation for Practice?

Presenters: Thomas Bordelon, EdD, MSW, LCSW and James Dickerson, PhD., MSW, LSW

This presentation examines and compares the perceptions of Advanced Standing and Traditional Master of Social Work (MSW) students enrolled in a face-to-face graduate program at the 91社区. Voluntary members participated in focus groups, providing qualitative insights into their experiences within the program. Based on the focus group findings, a quantitative survey was developed and administered via Qualtrics to current students and alums of the MSW program. Results indicate that Advanced Standing students reported higher satisfaction levels and felt better prepared for clinical social work practice than their Traditional program counterparts.

Learning Objectives:

1. Identify the key differences in perceptions between Advanced Standing and Traditional MSW students regarding program satisfaction and preparedness for clinical social work practice.
2. Evaluate the qualitative and quantitative research methods used to compare the experiences of Advanced Standing and Traditional MSW students at the 91社区.
3. Examine the implications of the study's findings for improving MSW program curricula and supporting diverse student pathways to clinical social work practice.

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Abstract: The Neurosequential Model: Transforming Our Community

Presenters: Pamela Saylor, MSW, LCSW and Robin Miller, MSW, LCSW, ACSW

At Purdue University Northwest, we have implemented an initiative to bring an understanding of the impact of trauma on the developing brain. Grounded in the work of Dr. Bruce Perry, we are developing a certification process for university faculty teaching in education and mental health fields along with community partner teachers and mental health providers. We plan to expand training to coaches and community leaders. The goal of this initiative is to shift the paradigm from 鈥淲hat鈥檚 wrong with you?鈥� to 鈥淲hat happened to you?鈥� and to create a shared language for understanding trauma and its impact on people, their behavior, and to calibrate developmental expectations.

Learning Objectives:

1. Participants will be introduced to basic concepts of the Neurosequential Model.
2. Participants will be introduced to mechanisms of transgenerational trauma (epigenetics to culture).
3. Participants will explore ideas for community transformation.

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Abstract: Effectively Navigating Attorney/Guardian Ad Litem Interviews and Subpoenaed Records and Testimony

Presenters: Stephanie Brinkerhoff, JD, MSW and Kathryn Kornblum-Zelle, JD, MSW

Therapists are frequently drawn into family law cases. They may be formally subpoenaed to testify in court, to turn over their assessment, treatment plan and notes, and/or to testify at a deposition. They may be contacted informally for an interview by an attorney, Parenting Coordinator, Reunification Therapist, Custody Evaluator or Guardian ad Litem after the client or the client鈥檚 parent signed a release of information. Having confidence in how to proceed is invaluable for protecting your own license and the therapist-client relationship.听

When therapists receive subpoenas, it is important they act quickly and that they don鈥檛 ignore the request. Ignored subpoenas may result in a court order that the therapist pay the attorney fees for the party compelling their compliance. Delays in addressing the subpoena may limit a therapist鈥檚options to quash the subpoena or limit its scope. Therapists should understand their rights, the rights of their client, and their obligation to their client and the court.

A request for an interview from an attorney, or other mental health provider in the role of a Parenting Coordinator, Reunification Therapist, Custody Evaluation or Guardian ad Litem should not be viewed necessarily as an invasion of the therapist-client relationship. Handling an interview appropriately may not only help the therapist to avoid a subpoena but may also be in the best interest of the involved children. These providers often determine the custody and parenting time schedule for your client or your client鈥檚children. These may be viewed as opportunities for advocacy.

Learning Objectives:

1. Help therapists understand how to appropriately respond to subpoenas for their testimony and records.
2. Assist therapists in effectively, ethically and professionally providing courtroom or deposition testimony.
3. Empower therapists to understand their rights and obligations in giving interviews to attorneys, custody evaluators, reunification therapists, parenting coordinators and Guardian ad Litems.

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Abstract: Recognizing and Preventing an Opioid Overdose with Naloxone (NARCAN)

Presenter: Mark D. Storms, Bachelor of Science

Participants will learn how to recognize the signs of an opioid overdose, how to administer the opioid overdose reversal drug naloxone, and what to expect after administration. The course will discuss how naloxone reverses an overdose and dispel some myths about naloxone.

This course is for laypersons which includes, but not limited to businesses, organizations, community members, educators, faith groups, government, health care professionals, parents and caregivers, pharmacies, school nurses, senior living facilities, sober living communities, treatment and recovery centers, etc.

Learning Objectives:

1. Recognize the signs of an opioid overdose.
2. Acquire the knowledge of how to administer the opioid overdose reversal drug Naloxone.
3. Discuss the role of harm reduction in the overall opioid public health crisis solutions / action plan / strategy.
4. List a minimum of three overdose prevention tips for people who use drugs (PWUD)

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Break out Session 4: 3:15-4:15 p.m.

Abstract: Ethics in Action: Best Practices for Serving Military-Connected Clients

Presenter: Jennifer Nevers, MSW, LCSW

Civilian mental healthcare providers who work with military service members and veterans often encounter unique ethical challenges. Ethical professional practice relies on conscientious awareness of personal values, enhancing cultural competency, engaging with cultural humility, and a commitment to upholding professional standards and expectations. This presentation highlights the critical role of informed consent, boundaries of cultural and clinical competence, and the impact of disposition-driven diagnoses for civilian practitioners working with military-connected clients. Emphasis will be placed on the unique challenges practitioners face and the importance of tailoring approaches to effectively address the needs of this population. A decision-making model is presented to address ethical dilemmas, and complex scenarios are discussed in a group format to ensure a comprehensive and nuanced application of the concepts discussed.

Learning Objectives:

1. Evaluate the definition of ethics and how it relates to the role of mental health providers who work with military-connected individuals.
2. Analyze ethical challenges common to mental health providers working with the military population.
3. Apply knowledge of an ethical decision-making process to military case examples.

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Abstract: Building Strong Families Through The Protective Factors

Presenter: Natalie Kassenbrock, LCSW, MSW

Information will be presented on the foundation of home based and community based services available to families involved with Department of Child Services and Probation Departments.听 Education on prevention programs will also be reviewed.听 History will be given on how services have evolved over the years.听 The difference between intervention and prevention services will be reviewed along with programs available to families in Indiana.听听 Education and discussion regarding how to build protective factors with families and how the framework can help prevent child abuse and neglect.

Learning Objectives:

1. Increase understanding of the Five Protective Factors to promote health and well-being of families.
2. Increase knowledge on home based and community based services.
3. Increase knowledge on intervention and prevention services available to families in Indiana.

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Abstract: Neurodivergent Clients and Therapy: Being the Therapist Your Clients Need

Presenter: Mark Luzader, MSW

Neurodiversity refers to variation in the human brain regarding social connection, learning, attention and mood in a non-pathological sense. Neurodivergent-affirming care has gained considerable traction in recent years as those who have been stigmatized by a diagnosis (Autism Spectrum disorder, ADHD, Dyslexia, etc) have found value in appreciating the differences in how their brains work.听

There are a multitude of evidence-based, strength and connection-focused interventions that have been utilized in neurodiverse populations with much success.听 These interventions will be reviewed in depth.

This workshop is designed not only to educate social workers and clinicians on neurodiversity, but to give them hands-on skills and knowledge to help their neurodiverse clients of all ages thrive by tapping into their strengths and enhancing social connection. Addressing the frustrations of neurodivergent clients and how therapists can support them best is an essential part of this workshop.

Learning Objectives:

1. To have a working understanding of what neurodiversity is
2. To understand some of the variations of presentation in neurodiversity
3. Increased knowledge of strengths-based approaches as they relate to neurodiversity
4. Gain some practical knowledge for working with neurodiverse clients

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Abstract: From Victim to Survivor: Aiding Victims of Crime to Empowerment

Presenters: Lindsey Saltzman, MSW and Cyndi Saltzman, Associates in Business and Early Childhood Development

Working with victims of crime can be heart wrenching and challenging to navigate. These clients have gone through extremely difficult situations such as domestic violence, stalking, sexual assault, or child abuse, and our ultimate goal as service providers should be to get them to the right resources as quickly as possible.

This presentation will focus on improving attendees鈥� understanding of community resources, legal options, and the best evidence based practices to utilize with these clients. This presentation is appropriate for students entering the field or clinicians looking for new insights/resources to help their clients.

Learning Objectives:

1. Improve comfort in working with victims of crime
2. Improve understanding of local resources and legal options for victims of crime
3. Explore appropriate ways to build rapport and sense of safety when working with victims of crime
4. Discuss best practices and the concept of post traumatic growth