Training Options for Agencies

3 hours
Aisha McDonald, LMHC

Description:

Motivational Interviewing is a proven approach to help support patients who struggle with health behavior change. The purpose of this workshop is to teach the key concepts and principles to help guide participants into building a collaborative relationship with clients in order to explore the behavioral changes necessary to achieving their goals. Attendees will explore the key concepts of Motivational Interviewing and how to apply them. Additionally, discussion will focus on the Stages of Change model and how it affects a person’s ability to make positive changes while being empowered and given autonomy over their lives.

Learning Objectives:

• Learn and explore the key concepts of Motivational Interviewing
• Discuss the strategies for building a collaborative relationship using Motivational Interviewing
• Explore how to strengthen an individual’s motivation for behavioral changes
• Learn and discuss the Stages of Change model
• Increase understanding of ambivalence and build skills toward empathy

About the Presenter:

Aisha T. McDonald is a Licensed Mental Health Counselor who has worked in the social services arena for over 10 years. She has worked with marginalized populations within South Florida specifically those with severe and persistent mental illness, forensic population, individuals with co-occurring mental health and substance use disorders, youth in the welfare system, and individuals who are involuntarily hospitalized. She is the Lead Trainer for the Mental Health First Aid program at United Way of Broward County and also facilitates community wide trainings on various topics as well as monthly workshops on mental health and substance use issues for the Crisis Intervention Team training for our local sheriff's department and municipal police agencies. She has focused on mental health awareness and education, victim advocacy, educating on toxic masculinity and its effects on violence, substance use and mental health issues with the forensic population as well as diversity and inclusion and social equity.

6 hours
David Landsman-Wohlsifer, Ph.D.

Description:

This course provides a CBT-informed approach that can be applied within your unique agency setting and level of care. Clinicians will understand the Cognitive Behavioral Therapy case conceptualization, and emphasis will be placed on learning to use the cognitive therapy model with your particular client population. All course materials and examples will be applicable to clinicians serving within your agency.

Learning Objectives:

• Apply the cognitive therapy case conceptualization and theory while serving your specific client populations
• Implement specific CBT techniques when providing treatment or short-term care to individuals being served within your agency
• Integrate CBT with other approaches to treatment

About the Presenter:

David Landsman-Wohlsifer, Ph.D., LCSW is a Diplomate and Certified member of the Academy of Cognitive Therapy. Dr. Wohlsifer is the co-founder of The Boca Raton Center for Psychotherapy in Boca Raton, FL, and on the faculty of Florida Atlantic University's School of Social Work. He was formerly a clinical faculty member and therapist at Center for Cognitive Therapy, Perelman School of Medicine, University of Pennsylvania and have extensive experience as a CBT therapist, supervisor, and trainer. He is also a Florida certified sex therapist.

6 hours
Christine Beliard, PhD, LMFT

Description:

Abstract Summary: Solution-Focused Brief Therapy (SFBT) is a collaborative, strengths-based approach that has been shown to be effective in a plethora of settings. This workshop is designed to explore the use of Solution-Focused Brief Therapy and provide pragmatic tools to help empower clinicians in their work. The use of SFBT to address clinicians’ and clients’ relationships with larger socio-contextual variables will also be explored. This session will provide an overview of current research, case vignettes, and specific clinical tools to help assess and intervene using this strengths-based approach.

Session Narrative: This workshop is designed to create a trustworthy space for therapists to explore their current clinical needs and the usefulness of SFBT in their clinical work. This presentation is interactive by design and participants will be given opportunities to partake in small group and large discussions. The presenter will open space to discuss the current practices that have been shown to be helpful for clinicians using SFBT interventions. Participants will learn and practice the five main SFBT interventions and how to use them systemically and relationally, specifically how to apply SFBT in a culturally-relevant way. The workshop will end with an experiential that focuses on how clinicians will take these skills into their areas of influence, with the intentional goal of helping to equip clinician with practical and useful tools for their clinical work. 

Learning Objectives:

• Participants will gain an understanding of the major tenets and philosophy of Solution-Focused Brief Therapy.
• Participants will learn the five main SFBT interventions and how to best apply them in their work.
• Participants will become familiar with relevant research and innovative practices informed by SFBT.

6 hours
Michelle Quilter, PsyD, CASAC

Description:

This course will provide an introduction to Dialectical Behavioral Therapy. The foundations for the development of DBT will be explored including concepts of Zen Buddhism and Cognitive Behavioral Therapy. Marsha Linehan’s conceptualization of individuals through the Biosocial Theory and the subsequent modifications she created in the DBT program will be presented. An overview of the DBT skills training will be presented and the use of DBT with school aged individuals will be discussed.

Learning Objectives:

At the conclusion of this workshop, participants will be able to:

• Identify the foundational components of DBT
• Develop a basic understanding of the word “Dialectical”
• Understand basic learning theory and how this influences delivery of DBT services
• Identify the four modules of DBT skills training and be able to teach at least two skills from each module
• Recognize the biosocial theory behind DBT

About the Presenter:

Dr. Michelle Quilter is a licensed clinical psychologist who earned her Doctorate in Clinical Psychology from Florida Institute of Technology. Her dissertation focused on Post Traumatic Stress Disorder and Traumatic Brain Injury. She also holds two Masters degrees – an MA in Community and Counseling Psychology from Marist College and an MS in Clinical Psychology from Florida Institute of Technology. A Credentialed Alcohol and Substance Abuse Counselor since 2006, Dr. Quilter has received specialized training in both Forensic Psychology and Neuropsychology. She is a Certified Sex Offender Treatment Provider. She has worked in an array of settings, including inpatient hospitals, emergency psychiatric care, and multiple levels of care in substance abuse treatment. Certified by DBT-Linehan Board of Certification in Dialectical Behavior Therapy, Dr. Quilter has been utilizing this approach for over a decade in clinical practice. Dr. Quilter developed and implemented a comprehensive DBT program at Lifeskills South Florida and served as the director of the DBT program for five years. She is currently implementing a comprehensive DBT program at Guardian Recovery Network and is their Director of Clinical Case Management. Dr. Quilter also has a private practice located in Delray Beach, FL.

6 hours
Dr. Laurie Patlin Suttenberg, DSW, LCSW-QS, DCSW

Description:

This course will provide an understanding of Narrative therapy as well as specific Narrative therapy interventions that can be applied to multiple populations across the age span. Emphasis will be placed on using Narrative therapy as a powerful tool of intervention for many specific diagnoses, including trauma-informed care. Clinicians will recognize points of intersection between the constructs of Narrative therapy and other treatment modalities, such as CBT, DBT, Gestalt, and EMDR.

Learning Objectives:

At the conclusion of this workshop, participants will be able to:

• Understand the constructs of Narrative theory
• Implement specific Narrative therapy interventions in case scenarios
• Integrate Narrative therapy with other models of treatment, including CBT and trauma-informed care

About the Presenter:

Dr. Laurie Patlin Suttenberg earned a doctorate in clinical social work (DSW) from Rutgers, The State University of New Jersey. She holds an MSW from Washington University in St. Louis and an MSW from the University of Pennsylvania. She is a licensed clinical social worker (LCSW) in Florida, New Jersey, and New York and is a diplomate in clinical social work (DCSW). She completed a two year post graduate training program in structural family therapy and person of the therapist with Harry Aponte, ACSW, in Philadelphia, and she has had extensive training in cognitive behavioral therapy at the Ellis Institute in New York City. She was first introduced to narrative therapy at a workshop training with Michael White. Dr. Suttenberg teaches BSW and MSW level courses as a member of the faculty at Florida Atlantic University’s Sandler School of Social Work. She has a private practice and years of clinical experience and training.

6 hours  (Can also be approved for APT CEs – APT Approved Provider # 19-983)
Tara McDonnell, LCSW, RPT

Description:

This workshop will provide participants with the foundational skills for using client-centered play therapy in a clinical setting. The presenter will discuss how this evidence-based treatment can be utilized as an intervention for children who have experienced trauma, neurodivergent children, as well as those struggling with anxiety, depression, grief, and other issues. Participants will be introduced to the history of play therapy, creating a therapeutic playroom, the structure of play therapy sessions, how to make skilled responses, and how to work with parents.

Learning Objectives:

• Participants will be able to describe the origins and principles of Child-Centered Play Therapy as a developmentally appropriate clinical intervention for children, and the foundation for providing play therapy.
• Participants will identify and explain situations where Child-Centered Play Therapy is an appropriate intervention and how to apply it.
• Participants will be able to recognize and demonstrate basic play therapy skills such as: reflection, encouragement, limit setting, and enlarging the meaning.

About the Presenter:

Tara McDonnell is a Licensed Clinical Social Worker (LCSW), Registered Play Therapist (RPT) and co-founder of the Center for Mindful Families, a group practice in West Palm Beach, Florida. Tara is dedicated to providing early intervention to help families create a strong and healthy foundation for a lifetime of health and well-being. She specializes in working with children under 6, gifted and highly sensitive children, as well as those with sensory processing difficulties.

6 hours
Manny John González, PhD, LCSW-R

Description:

Psychodynamic psychotherapy is an effective therapeutic approach in the treatment and clinical management of a wide range of mental health conditions and problems-in-living, including depression, anxiety, panic, stress-induced physical symptoms, life transitions, work-related stress, maladaptive coping patterns and impaired interpersonal relationships. Research has provided evidence that the benefits of psychodynamic therapy not only endure but increase with time. As a treatment approach, psychodynamic therapy focuses on the psychological roots of emotional suffering. Its hallmarks are self-reflection and self-examination, and the use of the relationship between therapist and patient as a window into problematic relationship patterns in the patient’s life. Its goal is not only to alleviate distressing symptoms but to help people lead healthier lives via the development and strengthening of inner resources and capacities. In addition to symptom amelioration, individuals who are treated psychodynamically benefit from increased self-esteem, the ability engage in more satisfying and authentic relationships, increased confidence in personal abilities, and an increased understanding of self and others—while recognizing and tolerating a wider range of positive and negative emotions. In this workshop, participants will be introduced to the theoretical and treatment principles of contemporary psychodynamic psychotherapy and its effectiveness in the care of individuals in clinical and human service settings.

Learning Objectives:

Upon completion of the workshop, participants will be able to:

• State what psychodynamic psychotherapy is and how it can be used in clinical and human service settings
• Discuss the basic skills of psychodynamic psychotherapy including listening with the “third ear,” pattern-dynamic and developmental reflection, and supportive and expressive therapeutic intervention
• Understand how affect, resistance, transference and countertransference, unconscious conflict, ego defenses and dreams inform individual psychosocial functioning and the process of dynamic treatment

About the Presenter:

Manny John González, PhD, LCSW-R earned his master’s degree from New York University and his PhD from Adelphi University. He is an Associate Professor at the Phyllis and Harvey Sandler School of Social Work at Florida Atlantic University. Prior to his current appointment at Florida Atlantic University, he held tenured faculty positions at the Silberman School of Social Work at Hunter College and The Graduate Center of the City University of New York and Fordham University Graduate School of Social Service.

Dr. González’s research and scholarship interests include mental health/mental illness, the application of developmental and psychodynamic theories to clinical practice, psychological and physical well-being among Hispanic immigrants and minority populations, the psychodynamics of fathering and fatherhood, men’s issues, doctoral education and clinical research using qualitative and quantitative methods. He has taught graduate courses at the master’s and PhD level in clinical practice, relational psychotherapy, group therapy, psychopathology, evidence-based mental health practice, translational science, research proposal development, contemporary psychodynamic theories and pedagogy in higher education.

Dr. González has published numerous peer-reviewed articles and chapters on mental health practice with immigrants and refugees, clinical practice with Hispanics, urban children and families, evidence-based practice, clinical practice and interprofessional collaboration in the treatment of Parkinson’s disease. His book credits (co-edited) include Mental Health Care of New Hispanic Immigrants: Innovations in Contemporary Clinical Practice (Haworth Press) and Multicultural Perspectives in Working with Families: A Handbook for the Helping Professions (Springer Press). He has practiced as a clinician for over 33 years specializing in community mental health—and has maintained a private practice in psychodynamic psychotherapy and clinical supervision.

30 hours

Description:

This course is recommended for masters and doctoral level mental health professionals and students in their final internships.

Proficiency in Cognitive Behavioral Therapy is an area of clinical expertise that remains in high demand in all areas of practice. Obtaining a certificate in CBT from a regionally accredited university will distinguish your resume as well as communicate to your clients and potential employers a level of sophisticated clinical acumen. This certificate program will extend CBT theory beyond the introductory graduate course level and provide the participant with the skills and knowledge to utilize CBT from a more advanced practice perspective.

The curriculum for the program is as follows:

Day 1: Review of the CBT Model and CBT Treatment for Depressive Disorders (David)

Day 2: CBT Treatment for Trauma Related Disorders (Jeff)

Day 3: CBT Treatment for Personality Disorders (David)

Day 4: CBT Treatment for Substance –Related and Addictive Disorders & Motivational Interviewing (Jeff)

Day 5: CBT Treatment for Anxiety, Obsessive-Compulsive and Related Disorders (morning) and CBT Treatment for Couple and Family Therapy (afternoon, David)

Upon completion of the course, you will receive a frameable certificate.

The program begins with grounding in the cognitive behavioral therapy model and accompanying theory. Emphasis is placed on learning to use the cognitive therapy model to specifically treat various issues and clinical disorders. Participants are taught how to apply cognitive therapy techniques in both psychotherapy practice, as well as in a myriad of other clinical practice settings such as schools, hospitals, medical settings, and substance abuse treatment centers.

Learning Objectives:

At the completion of each course unit participants will be able to:

• Apply the cognitive therapy case conceptualization and theory to the specific disorder covered in the course unit
• Implement specific CBT techniques when providing treatment in a myriad of social work settings
• Create treatment plans utilizing CBT theories and interventions
• Describe the DSM-5-TR categorical grouping as per the disorder discussed in the course unit
• Integrate CBT with other approaches to treatment

This program plus the Consultation in Cognitive Behavioral Therapy course fulfills the education requirement of the Academy of Cognitive and Behavioral Therapies (A-CBT) of a minimum of 40 credit hours of specific education in CBT. For more information about certification in CBT, go to A-CBT.

40 hours
Michelle Quilter, PsyD, CASAC

Description:

Module 1: Introduction and overview of DBT Basics (Principles, Development, and Research)

This module will provide an introduction to Dialectical Behavioral Therapy. The foundations for the development of DBT will be explored including concepts of Zen Buddhism and Cognitive Behavioral Therapy. Marsha Linehan’s conceptualization of individuals through the Biosocial Theory and the subsequent modifications she created in the DBT program will be presented. Early research regarding BPD and chronic depression will be presented as well as more current research that supports the use of DBT with a variety of population.

Learning Objectives:

At the close of this course, participants will be able to:

1. Identify the foundational components of DBT
2. Develop a basic understanding of the word “Dialectical”
3. Recognize the implications of research findings on the increased use of DBT with various populations
4. Recognize the biosocial theory behind DBT
5. Discuss the concept of invalidation as presented in the biosocial theory and have a basic understanding of the six levels of validation as per DBT theory

Module 2: DBT Skills Training, Common Protocols and Behavioral Chain Analysis

This module includes a discussion of the impact of the Biosocial Theory on the conceptualization of behavior and how this is addressed in DBT, the four modules of DBT and how they relate back to the biosocial theory. Common protocols will include the suicide protocol as well as protocols for placing clients on vacation from treatment due to interfering behaviors. Behavioral Chain Analysis and accompanying Solution Analysis will also be presented.

Learning Objectives:

At the close of this course, participants will be able to:

1. Identify and explain the four modules of DBT which include Mindfulness, Distress Tolerance, Emotional Regulation and Interpersonal Effectiveness.
2. Develop a basic understanding of the relation between the four modules of skills training and the Biosocial Theory.
3. Identify and describe the common protocols used in DBT including the suicide protocol, egregious behavior protocol, PE protocol and Self-Harm Protocol
4. Be able to comprehend and complete all of the components of a Behavioral Chain Analysis and accompanying Solution Analysis

Module 3: Strategies in DBT: DBT Structure and Modes of Delivery

This module will include discussions of the structure of treatment including stages of treatment, skills training, individual DBT sessions, the first few sessions and obtaining commitment. The creation and structure of a DBT program, as well as the structure and development of a consultation team, will be explored.

Learning Objectives:

At the close of this course, participants will be able to:

1. Identify the four components of comprehensive DBT and have an understanding of the purpose of each component
2. Develop a basic understanding of the structure of a DBT individual therapy session and be able to identify commitment strategies that are use in the pre-treatment and commitment phase of therapy
3. Prioritize life-threatening, self-harming, and treatment interfering behaviors
4. Integrate the use of diary cards into your client’s treatment plans
5. Formulate a consultation team and have a basic understanding of the consultation meeting agenda, format and purpose.
6. Have the ability to structure a DBT skills training group and a general understanding of how to structure a DBT program at varying levels of care (private practice, residential, inpatient, acute care, PHP and IOP)
7. Use personal stories and anecdotes to enhance skills training sessions and use creativity to develop interesting skills presentations which will increase the feeling that clinician is genuine and increase the motivation for group members

Module 4: DBT Oriented Case Conceptualization and Stylistic Strategies of DBT

In this module, participants will learn to identify stage of treatment, as well as identifying primary and secondary targets for the client. Case conceptualization will be taught in detail and participants will gain an understanding of how to create treatment goals and structure treatment using the case conceptualization as the foundation.

Learning Objectives:

At the close of this course, participants will be able to:

1. Identify the stages of DBT treatment
2. Develop a basic understanding of the difference between primary and secondary targets and be able to identify primary and secondary targets for a client
3. Formulate a DBT case conceptualization with fidelity to the DBT model, which will include identifying the client’s life worth living goals, the target behaviors, and the stage of treatment for the client
4. Apply DBT treatment strategies in the clinical setting
5. Recognize the biosocial theory behind case conceptualization in DBT
6. Discuss the concept of validation and the six levels of validation as per DBT theory
7. Identify and possess an understanding of the four categories of DBT treatment strategies

This program fulfills the education requirement of the DBT-Linehan Board of Certification of a minimum of 40 credit hours of specific education in DBT. For more information about certification in DBT, go to DBT-Linehan Board of Certification.

About the Presenter:

Michelle Quilter is a licensed clinical psychologist who earned her Doctorate in Clinical Psychology from Florida Institute of Technology. Her dissertation focused on Post Traumatic Stress Disorder and Traumatic Brain Injury. She also holds two Masters degrees – an MA in Community and Counseling Psychology from Marist College and an MS in Clinical Psychology from Florida Institute of Technology. A Credentialed Alcohol and Substance Abuse Counselor since 2006, Dr. Quilter has received specialized training in both Forensic Psychology and Neuropsychology. She has worked in an array of settings, including inpatient hospitals, emergency psychiatric care, and multiple levels of care in substance abuse treatment. Certified by DBT-Linehan Board of Certification in Dialectical Behavior Therapy, Dr. Quilter has been utilizing this approach for over a decade in clinical practice and currently serves as the director of the DBT program at Lifeskills South Florida.

3 hours
Aisha McDonald, LMHC

Description:

The purpose of this training is to discuss the importance of suicide prevention in our community. It will explore the risk factors of suicide as well as protective factors. This workshop will address the strategies for suicide prevention and highlight how to identify signs of suicidal behaviors while building awareness of the key issues related to it.

Learning Objectives:

• Identify risk and protective factors of suicide
• Learn to identify and understand signs of suicidal thoughts and behaviors
• Discuss ways to assess for and address signs and symptoms
• Explore key concepts of suicide awareness
• Understand the importance of postvention strategies

About the Presenter:

Aisha T. McDonald is a Licensed Mental Health Counselor who has worked in the social services arena for over 10 years. She has worked with marginalized populations within South Florida specifically those with severe and persistent mental illness, forensic population, individuals with co-occurring mental health and substance use disorders, youth in the welfare system, and individuals who are involuntarily hospitalized. She is the Lead Trainer for the Mental Health First Aid program at United Way of Broward County and also facilitates community wide trainings on various topics as well as monthly workshops on mental health and substance use issues for the Crisis Intervention Team training for our local sheriff's department and municipal police agencies. She has focused on mental health awareness and education, victim advocacy, educating on toxic masculinity and its effects on violence, substance use and mental health issues with the forensic population as well as diversity and inclusion and social equity

3 hours
Donna Drucker, LCSW

Description:

The purpose of this training is to teach key concepts and principles related to crisis intervention and prevention. This workshop will review the central concepts of CI Theory and utilizes a trauma-informed lens to review how crisis impacts individuals. Topics will include increasing awareness of surroundings, identifying personal dynamics, and learning to apply de-escalation skills. The workshop is interactive and dynamic, and includes opportunities for role play and team planning discussions.

Learning Objectives:

• Define Crisis Intervention Prevention, identify central concepts of CI Theory, and review how to apply these concepts with clients
• Understand the impact of trauma, triggers, and cognitive distortions as it relates to CI Theory
• Identify and practice applying de-escalation skills

About the Presenter:

Donna Drucker, LCSW brings 30 years of combined professional experience as: a Licensed Clinical Social Worker, an EAP trainer and Crisis Responder, a faculty member with FAU Phyllis and Harvey School of Social Work, trainer for FAU Professional Development, holding her own private practice, and in serving as President of the S. Florida EAPA Board (Employee Assistance Professional Association). This balance keeps her current on the ever-evolving issues and depth of concerns individuals carry with them each day. Donna’s work focuses on building through equipping and empowering each one to be balanced, productive, and at the top of their capabilities. It is said that Donna’s trainings are educational, interactive and relatable, with a friendly splash of humor. When “Life gets in the way”; Donna is there to guide, link resources, and to assist in regaining a work-life balance; to restore and renew for maximum quality of life.

Donna’s background includes: Behavioral Health First Responder, Critical Incident, and teaches in the Disaster Management Certification Program at FAU. Donna’s Professional Development trainings cover such areas of: Work-Life balance, Conflict Resolution, Resiliency, Professional Behaviors, Team Building, Parenting, Digital Distractions and the Brain, Caregiving, Stress, Mindfulness, and Work Ethics. These workshops are custom designed for the population she is serving, in our communities and for many National Employee Assistance Program’s: Police and Fire/Rescue, School Personnel, School Families, Airlines, Banks, Professional Organizations, Hospitals, Churches and Community Organizations.

6 hours
Dr. Laurie Patlin Suttenberg, DSW, LCSW-QS, DCSW

Description:

This workshop discusses grief and loss across the lifespan including clinical definitions and theories, types and examples of loss, myths related to bereavement, and more. Attendees will learn best practices for providing individualized support to clients at various stages of the bereavement process.

Learning Objectives:

• Understand clinical criteria and theoretical models related to grief, loss, and bereavement
• Identify clinical interventions for supporting clients at various stages of their individualized bereavement process
• Implement specific supportive interventions through case scenarios

About the Presenter:

Dr. Laurie Patlin Suttenberg earned a doctorate in clinical social work (DSW) from Rutgers, The State University of New Jersey. She holds an MSW from Washington University in St. Louis and an MSW from the University of Pennsylvania. She is a licensed clinical social worker (LCSW) in Florida, New Jersey, and New York and is a diplomate in clinical social work (DCSW). She completed a two year post graduate training program in structural family therapy and person of the therapist with Harry Aponte, ACSW, in Philadelphia, and she has had extensive training in cognitive behavioral therapy at the Ellis Institute in New York City. Dr. Suttenberg teaches BSW and MSW level courses as a member of the faculty at Florida Atlantic University’s Sandler School of Social Work. She has a private practice and years of clinical experience and training in supporting clients through grief, loss, and bereavement.

3 hours
Aisha McDonald, LMHC

Description:

The purpose of this training is to gain an understanding of utilizing a trauma-informed lens. This workshop will explore how traumatic experiences affect behaviors, mood, and brain functioning. Attendees will learn about ACEs and other traumatic events and their impact on an individual’s mental health.

Learning Objectives:

• Identify traumatic events and their impact on mental health
• Understand the impact of trauma, triggers, and cognitive distortions as it relates to CI Theory
• Discuss how trauma affects the brain and overall functioning
• Explore mental health concerns and symptomology of trauma
• Understand the importance of trauma-informed interventions

About the Presenter:

Aisha T. McDonald is a Licensed Mental Health Counselor who has worked in the social services arena for over 10 years. She has worked with marginalized populations within South Florida specifically those with severe and persistent mental illness, forensic population, individuals with co-occurring mental health and substance use disorders, youth in the welfare system, and individuals who are involuntarily hospitalized. She is the Lead Trainer for the Mental Health First Aid program at United Way of Broward County and also facilitates community wide trainings on various topics as well as monthly workshops on mental health and substance use issues for the Crisis Intervention Team training for our local sheriff's department and municipal police agencies. She has focused on mental health awareness and education, victim advocacy, educating on toxic masculinity and its effects on violence, substance use and mental health issues with the forensic population as well as diversity and inclusion and social equity.

3 hours
Aisha McDonald, LMHC

Description:

The purpose of this training is to discuss the importance of cultural awareness and the impact of diversity in the communities we serve. It will offer distinction between moving away from the concept of cultural competency and focusing on building cultural awareness, cultural sensitivity, and cultural humility. Discussion will also focus on the impact of unconscious bias and microaggressions on service provision.

Learning Objectives:

• Identify the importance of building culturally responsive skills
• Learn to identify and understand the distinction between cultural awareness, sensitivity, and humility
• Define and identify different types of microaggressions, as well as microinterventions
• Define and identify different types of implicit and explicit bias, and explore their impact on service provision
• Understand the importance of promoting diversity

About the Presenter:

Aisha T. McDonald is a Licensed Mental Health Counselor and Certified Trauma Expert. She is also a Diversity, Equity, Inclusion, and Belonging expert who aims to address the systemic barriers to equity in our community, and has worked in the social services arena for over 10 years. She has worked with marginalized populations within South Florida specifically those with severe and persistent mental illness, forensic population, individuals with co-occurring mental health and substance use disorders, youth in the welfare system, and individuals who are involuntarily hospitalized. She is the Lead Trainer for the Mental Health First Aid program at United Way of Broward County and also facilitates community wide trainings on various topics as well as monthly workshops on mental health and substance use issues for the Crisis Intervention Team training for our local sheriff's department and municipal police agencies. She has focused on mental health awareness and education, victim advocacy, educating on toxic masculinity and its effects on violence, substance use and mental health issues with the forensic population as well as diversity and inclusion and social equity.

3 hours
Anika McDonald, LCSW

Description:

In this workshop, attendees will apply concepts from Motivational Interviewing to guide clients and families to the appropriate program that best fits their needs. Attendees will participate in role-playing activities to increase healthy communication using a trauma-informed lens for all populations. This training is designed for staff working in social services, mental health and healthcare settings, human resources, and similar occupations including front desk/administrative and intake staff, behavioral health providers, medical staff, clinical interns, etc.

Learning Objectives:

At the conclusion of this workshop, attendees will be able to:

• Define trauma-informed care and understand the importance of utilizing a trauma-informed lens when assessing individuals and families
• Utilize person-centered and strengths-based assessment approaches to create a safe space, increase transparency, educate clients and families, and assist individuals in navigating appropriate resources
• Demonstrate cultural competency when serving marginalized populations to support positive client and staff relationships
• Demonstrate assessment and communication skills through role-play to increase attendee confidence in the interviewing process

About the Presenter:

Anika J. McDonald is a Licensed Clinical Social Worker who has worked in the social services arena for over 9 years. As an LCSW, she specializes in providing individual and family therapy for marginalized communities such as Black/Brown individuals, the LGBTQAI+ community, people with neurodivergence, and individuals struggling with mood disorders or PTSD. She has an array of experience in schools and community spaces focusing on foster care, domestic violence, sex trafficking, and underserved communities. Anika has worked to support programmatic growth within several community agencies by creating and implementing programs and policies, providing quality assurance, and facilitating staff trainings.

6 or 12 hours
David Landsman-Wohlsifer, PhD, LCSW

Description:

The ability to utilize the DSM has become a standard competency in clinical practice. This course will offer a thorough introduction and overview of the DSM-5-TR. Participants will learn the process of making a differential diagnosis using the DSM-5-TR.  Participants will be instructed on how to utilize the DSM-5-TR as a resource for the assessment and treatment of clients.  Discussion will include the use of the text as a reference for intervention both as clinicians and solo practice as well as when working as part of a treatment team.  Specific attention will be paid to the challenges the DSM-5-TR continues to present when paired with the values of the profession.

Learning Objectives:

1. Demonstrate improved competency utilizing the DSM-5-TR in clinical practice
2. Differentiate specifics of the range and classification of the disorders listed in the DSM-5-TR
3. Explain the limits of the DSM-5-TR, in particular with regard to the text’s continued assumption of universal applicability.

About the Presenter:

David Landsman-Wohlsifer, Ph.D., LCSW is a Diplomate and Certified member of the Academy of Cognitive Therapy. Dr. Wohlsifer is the co-founder of The Boca Raton Center for Psychotherapy in Boca Raton, FL, and on the faculty of Florida Atlantic University’s School of Social Work. He was formerly a clinical faculty member and therapist at Center for Cognitive Therapy, Perelman School of Medicine, University of Pennsylvania and have extensive experience as a CBT therapist, supervisor, and trainer. He is also a Florida certified sex therapist.

3 hours
Allan Barsky, JD, MSW, PhD

Description:

Engaging in ethical social work practice is not simply about following regulatory laws or professional codes of ethics. When faced with challenging ethical issues, it is also prudent practice to apply ethical theories such as deontology and teleology. Deontology is a “duty-based approach” in which we evaluate and apply our core ethical principles. Teleology is a “consequence-based approach” that guides us to consider various options and choose the option that maximizes good and minimizes harm. Participants will learn how to apply both approaches when managing ethical issues related to client privacy, safety, autonomy, social justice, honesty and integrity, cultural humility, conflict of interest, and avoiding harm. Participants will also be invited to explore ethical situations from their own practice experiences.

Learning Objectives:

Participants will learn how to:

• Apply a duty-based approach to analyzing and managing ethical issues in social work practice.
• Apply a consequence-based approach to analyzing and managing ethical issues in social work practice.
• Engage clients and coworkers in discussions of ethical issues using both duty-based and consequence-based approaches to ethical decision making.

About the Presenter:

Allan Barsky received his Ph.D. from the University of Toronto Faculty of Social Work, his MSW from the Wurzweiler School of Social Work at Yeshiva University, and his Juris Doctor from the University of Toronto Faculty of Law. His teaching and research interests include social work practice theory and skill development, pedagogy, conflict resolution, professional ethics, and substance abuse. His book credits include Ethics and Values in Social Work (Oxford University Press), Clinicians in Court (Guilford Press), Conflict Resolution for the Helping Professions (Oxford University Press), Interprofessional Practice with Diverse Populations (Greenwood), Successful Social Work Education: A Student’s Guide (Cengage), and Alcohol, Other Drugs and Addictions (Cengage). Dr. Barsky was awarded the “Distinguished Teacher of the Year” by CDSI students in 2005 and 2020, the “Researcher of the Year – Scholarly and Creative Works” by FAU in 2007, and FAU.

3 hours
David Landsman-Wohlsifer, Ph.D., LCSW

Description:

A key competency for all mental health clinicians is the ability to work with diverse populations. This course will offer the participants an opportunity to explore and improve their understanding with regard to clinical work with LGBTQ+ clients in particular in the school (K-12) setting. Emphasis will be placed on increasing cultural competence with this population as well as incorporating affirming assessment and treatment skills when working with students who identify as LGBTQ+.

Learning Objectives:

• Utilize affirmative practice approaches when working with LGBTQ+ students
• Identify risk factors as well as strengths specific to LGBTQ+ students
• Explain the array of distinct as well as intersecting identities encompassed by the acronym LGBTQ+

About the Presenter:

David Landsman-Wohlsifer, Ph.D., LCSW is a member of the faculty of Florida Atlantic University's Sandler School of Social Work. He is also the co-founder of The Boca Raton Center for Psychotherapy in Boca Raton, FL. Dr. Landsman-Wohlsifer is an AASECT Certified Sex Therapist, Florida certified sex therapist, member of WPath, as well as Diplomate and Certified member of the Academy of Cognitive Therapy. He has 27 years of experience working with the LGBTQ+ community.

3 hours
David Landsman-Wohlsifer, PhD, LCSW

Description:

In recent years there has been an increased number of kids and teens identifying as trans/gender variant. New concepts of self-knowledge and self-expression are emerging. Parents, family members, teachers, therapists, and other professionals, often well intended, struggle to find a way to understand and help kids who may be struggling to understand themselves. Influences such as the internet can be valuable resources as well as possess danger. Utilizing a systemic and developmental lens, this course will exam the biopsychosocial concerns that trans/gender variant children, teens, and their families frequently bring to psychotherapy. Emphasis will be placed on best and empowering practices with trans/youth and their families.

Learning objectives:

At the close of this workshop participants will be able to:

1. Increase their understanding of how to approach this population in a manner that is gender affirming.
2. Improve their knowledge of the biopsychosocial issues that trans/gender variant kids, teens, and their families are experiencing today.
3. Incorporate techniques for clinical practice that will enable therapists to not only help but also empower trans/gender variant kids and teens clients and their families.

About the Presenter:

David Landsman-Wohlsifer, Ph.D., LCSW is a Diplomate and Certified member of the Academy of Cognitive Therapy.Dr. Wohlsifer is the co-founder of The Boca Raton Center for Psychotherapy in Boca Raton, FL, and on the faculty of Florida Atlantic University’s School of Social Work. He was formerly a clinical faculty member and therapist at Center for Cognitive Therapy, Perelman School of Medicine, University of Pennsylvania and have extensive experience as a CBT therapist, supervisor, and trainer. He is also a Florida certified sex therapist.

3 hours
Tara McDonnell, LCSW, RPT-S

Description:

This 3-hour workshop will provide participants with the knowledge of how the social-emotional states of students can affect them in the classroom, as well as the skills to address these issues when they arise. The facilitator will discuss how the neuroscience of relationships can be readily utilized to assist students with self-regulation, in turn improving their social-emotional state and their academic performance. This information can be applied to individual students in the classroom or other school setting, as well as a classroom or other groups of students.

Learning Objectives:

• Participants will be able to identify the origins of challenging behavior and the different ways students communicate through their behavior; what this behavior can look like and what it might be telling them.
• Participants will learn the basics of emotional regulation, how to recognize signs of emotional distress and how to approach it in a way that fosters connection and success, as opposed to isolation and punishment.
• Participants will be able to identify bodily responses to stress through knowledge of basic brain architecture and functioning. This includes an understanding of the brain-body connection and how it presents in the school setting.
• Participants will be provided with a “toolbox” for working with students in the school setting, so they will be able to implement simple, straight forward tools to manage student concerns and challenging behaviors. These include emotion coaching, student-friendly activities and creating a safe environment for students to self-regulate.

About the Presenter:

Tara McDonnell is a Licensed Clinical Social Worker (LCSW), Registered Play Therapist Supervisor (RPT-S) and Founder of the Center for Mindful Families, a group practice in West Palm Beach, Florida. Tara is dedicated to providing early intervention to help families create a strong and healthy foundation for a lifetime of health and well-being. She specializes in working with children under 6, gifted and highly sensitive children, as well as those with sensory processing difficulties. You can learn more at www.CenterforMindfulFamilies.com.

3 hours
Calli M. Cain, PhD

Description:

Human trafficking occurs both in the United States (U.S.) and abroad, and can have devastating effects on its victims. Victims of human trafficking in the U.S. include both U.S. citizens (who are often trafficked by someone they know), as well as foreign nationals trafficked into the country from abroad. Florida is considered a hotspot for both sex and labor trafficking for several reasons that will be discussed in the course. Researchers have found that the internet and K-12 schools are active recruiting grounds for traffickers looking to lure minors into sexual exploitation, and the average age of entry into prostitution (sex trafficking) is 13. Thus, there is a dire need for human trafficking prevention education in schools and with those who work with minors. Youth are more vulnerable to human trafficking than adults, largely because they are still in the psychosocial developmental stage of adolescence which means they may be more easily manipulated. Traffickers exploit vulnerability, thus increasing school staffs’ awareness on the nature of trafficking and which youth are most vulnerable is essential. This course is intended to help those working in schools who are interested in learning more about human trafficking and how it often intersects with other issues (e.g., child welfare, foster care, schools, juvenile justice, running away, LGBTQ identity, immigration). Participants will gain a working knowledge of the complexities of human trafficking in the state of Florida generally, and in Broward County more specifically. This course will also provide resources and tools for practitioners and professionals working at the intersections of human trafficking, public schools, child welfare, juvenile justice, immigration and sexual violence. The course will provide strategies that caseworkers can use to identify and support victims and potential victims, and tools and resources that can assist caseworker.

Learning Objectives:

• Learn the definition of human trafficking
• Learn the difference between labor and sex trafficking
• Learn the risk factors for minor labor and sex trafficking
• Develop an understanding of social work responses for victims of human trafficking
• Recognize the traumatic effects of human trafficking upon victims of trafficking
• Learn how to report suspected cases of human trafficking

About the Presenter:

Calli M. Cain, Ph.D., is an assistant professor in the School of Criminology & Criminal Justice at Florida Atlantic University. She received her Ph.D. from the University of Nebraska at Omaha. Her research interests include victimization, human trafficking, delinquency, corrections, and public opinion of criminal justice policies. Before getting her doctorate, Dr. Cain worked in a foster home for youth with extreme victimization, mental health, substance abuse and delinquency problems. She also worked for a statewide non-profit organization in Nebraska as a human trafficking educator and lobbied to get Nebraska to pass a bill against human trafficking. Additionally, Dr. Cain spent time abroad in Cambodia and Uganda volunteering with local non-profits that were combating human trafficking. She pursued her Ph.D. after realizing how few resources were available to help victims of human trafficking and how little the general public knew about this issue. Dr. Cain is a member of the Palm Beach County Human Trafficking Task Force & the Broward Human Trafficking Coalition.

3 hours
Mona Duffus, LCSW

Description:

This course will be designed to engage students to critically evaluate how policy (past and current) impacts families that are at-risk or are currently experiencing homelessness. Understanding the micro and macro impact policies have for families seeking services due to homelessness and housing instability It will equip students and understanding how to advocate, steer families toward resources, and mitigate barriers caused by certain policies.

Learning Objectives:

• Understand the real-world impact of policies on families experiencing homelessness.
• Identify key ways to ameliorate barriers at a micro, mezzo, and macro level for families experiencing homelessness and housing instability.
• Develop strategies to effectively advocate to change policies that create barriers for families seeking safe, stable housing.

About the Presenter:

Mona Duffus has extensive experience building the capacity of social service agencies to better serve communities. She is known for being a thought-leader, innovator, and leading high-performing agencies through executive program operations, community partnership development, quality assurance, and fiscal management. Through her leadership, agencies have significantly increased their fundraising and expanded programs to reach communities in need.

Mona is the Chief Executive Officer (CEO) of Dawning Family Services, any agency provides emergency shelter, housing, employment assistance, and other support services to homeless families. Prior to joining Dawning Family Services, Mona was the Chief Program Officer at the Lord’s Place in West Palm Beach, a $12 million-dollar agency serving nearly 2,000 individuals and families.

For more than two decades, Mona has led social service agencies that addressed homelessness, behavioral health, workforce development, and child welfare issues. She also served as an adjunct professor at FAMU. Mona is adept at creating community collaborations involving governmental agencies, the private sector, donors, and key, community stakeholders. Throughout her career, Mona has been successful in increasing revenues, balancing agency budgets, leading high-performing teams, and driving top-quality programs. Moreover, Mona’s advocacy work and her ability to develop strong partnerships have positively impacted communities, at-large.

Mona is a graduate of Leadership Palm Beach County, Class of 2020. She is a Licensed Clinical Social Worker (LCSW), who earned a Master’s Degree in Social Work (MSW) from Florida State University. At present, she is pursuing an MBA from the University of South Florida, St. Petersburg (USFSP). Mona is a member of the National Association of Social Workers (NASW), the Statewide Taskforce on Homelessness, previously served on the Executive Committee of Palm Beach’s Housing and Homeless Alliance, as well as, on a number of community and advisory boards.

3 hours
David Landsman-Wohlsifer, PhD, LCSW

Description:

People on the Autism Spectrum (ASD) are often misunderstood sexually. Working from a perspective of empowerment this workshop seeks to challenge the dominant neurotypical discourse about all aspects of sexuality and make room for the experiences of people on the ASD spectrum.  This workshop will serve as an opportunity to examine the complexities of sexuality, sexual expression, sexual identity, gender expression, and relationships from a perspective of people on the ASD spectrum. Emphasis will be placed on best practices in addressing sexual concerns in psychotherapy when working with people on the ASD spectrum.

Learning Objectives:

At the close of this workshop attendees will:

1. Increase their understanding of sexuality and its complexities for people on the ASD spectrum.
2. Distinguish best practices for addressing sexual concerns when working with people on the ASD spectrum in psychotherapy.
3. Identify the dynamics by which the dominant neurotypical discourse around issues of sexuality marginalizes people on the ASD spectrum.

About the Presenter:

David Landsman-Wohlsifer, Ph.D., LCSW is a Diplomate and Certified member of the Academy of Cognitive Therapy.Dr. Wohlsifer is the co-founder of The Boca Raton Center for Psychotherapy in Boca Raton, FL, and on the faculty of Florida Atlantic University’s School of Social Work. He was formerly a clinical faculty member and therapist at Center for Cognitive Therapy, Perelman School of Medicine, University of Pennsylvania and have extensive experience as a CBT therapist, supervisor, and trainer. He is also a Florida certified sex therapist.

3 hours
David Landsman-Wohlsifer, PhD, LCSW

Description:

“What do you want your sex life to look like now that you are no longer using?”

The intersectionality of sex and sobriety is a complex dynamic to navigate when working with clients. Many of our clients, who may no longer be using drugs/alcohol, do not have experience being sexual while not using and therefore resort back to the sexual and relational patterns that were familiar to them during active substance use. This often leaves them confused, in pain, questioning their wellness, and might jeopardize their recovery. Through a case presentation approach this workshop will provide an opportunity to explore treatment approaches to help clients find fulfilling, satisfying, and healthy sex lives as sober people.

Learning Objectives:

At the close of this workshop, participants will be able to:

• Describe the complexities surrounding the intersectionality of sex, addiction, recovery, and sobriety;
• Recognize the impact that homophobia, transphobia, and overall sex negativity has on clients who suffer from or have suffered from substance use disorders;
• Apply postmodern theory and a sex positive approach when working clinically clients around sexual issues.

About the Presenter:

David Landsman-Wohlsifer, Ph.D., LCSW is a Diplomate and Certified member of the Academy of Cognitive Therapy.Dr. Wohlsifer is the co-founder of The Boca Raton Center for Psychotherapy in Boca Raton, FL, and on the faculty of Florida Atlantic University’s School of Social Work. He was formerly a clinical faculty member and therapist at Center for Cognitive Therapy, Perelman School of Medicine, University of Pennsylvania and have extensive experience as a CBT therapist, supervisor, and trainer. He is also a Florida certified sex therapist.

3 hours
John Puls, LCSW, MCAP

Description:

It is estimated that nearly 6.3% of the population nationally is suffering from severe mental illness (SMI), defined as any moderate to severe psychiatric disorder with significantly impaired social and occupational functioning that requires long-term care. SMI can refer to any psychotic disorder (e.g., schizophrenia), mood disorder (e.g. Bipolar Disorder, depression, etc.), or personality disorder, depending on the severity and level of care required.

The vast majority of those suffering from SMI do not receive proper treatment due to a lack of available resources. As a result, many people living with SMI are at a higher risk of incarceration and repeated involvement in the criminal justice system. This workshop will discuss historical trends for treating SMI and review the key components of assertive community treatment (ACT). ACT is considered the gold-standard for supporting individuals with SMI and emphasizes continuity of care as well as wrap-around community support including case management, counseling, and medication management with psychiatric care. Specific community resources for individuals living with SMI will be reviewed and discussed.

Learning Objectives:

At the completion of each course unit participants will be able to:

• Understand the scope and frequency of SMI as well as the history of treatment for individuals living with SMI in the United States.
• Develop an initial understanding of the assertive community treatment model and the benefits of using ACT with severe mental illness.
• Identify available resources for clients with SMI

About the Presenter:

John Puls, LCSW, MCAP began working with individuals suffering from substance use disorder and acute mental illness in 2013 in a support staff role. During this time, John completed his bachelor’s degree in social work from Florida Atlantic University while working as a case manager. John was accepted to the advanced standing master’s in a social work program at Florida Atlantic University and is currently a licensed clinical social worker. While working as a primary therapist in a residential substance use disorder facility, John became a master's level certified addiction professional (MCAP) through the Florida Certification Board. John is passionate about educating social work students and serves as an adjunct professor at the School of Social Work at Florida Atlantic University. Additionally, John works closely with legal professionals as a forensic social worker, providing case reviews and expert testimony involving addiction and addiction treatment treatment facilities. John owns a private psychotherapy, crisis intervention, and case management practice in Boca Raton, FL.

3 hours
John Puls, LCSW, MCAP

Description:

Cannabis is the most used substance nationwide after tobacco and alcohol, with the vast majority of cannabis users beginning use during their teenage years (NIH). This workshop will discuss concerns regarding with the broad legalization of marijuana, including a failure to account for increased toxicity/THC content as well as the dangerous psychological impacts on early teens and young adults. Specific clinical interventions for addressing cannabis use disorder will be reviewed and discussed.

Learning Objectives:

At the completion of each course unit participants will be able to:

• Understand and discuss trends related to increases in cannabis use amongst adolescents and young adults.
• Identify the difference between traditional cannabis and high-concentrate THC oil.
• Recognize the specific negative impacts of chronic cannabis use on psychological, social, and occupational functioning.
• Discuss specific clinical interventions for cannabis use disorder.

About the Presenter:

John Puls, LCSW, MCAP began working with individuals suffering from substance use disorder and acute mental illness in 2013 in a support staff role. During this time, John completed his bachelor’s degree in social work from Florida Atlantic University while working as a case manager. John was accepted to the advanced standing master’s in a social work program at Florida Atlantic University and is currently a licensed clinical social worker. While working as a primary therapist in a residential substance use disorder facility, John became a master's level certified addiction professional (MCAP) through the Florida Certification Board. John is passionate about educating social work students and serves as an adjunct professor at the School of Social Work at Florida Atlantic University. Additionally, John works closely with legal professionals as a forensic social worker, providing case reviews and expert testimony involving addiction and addiction treatment treatment facilities. John owns a private psychotherapy, crisis intervention, and case management practice in Boca Raton, FL.

6 hours (0 CEUs)
David Landsman-Wohlsifer, PhD, LCSW

Description:

The LCSW is the premier credential in the field of social work. It opens doors and establishes you as licensed mental health professional. Don’t be afraid of the licensure exam! This course will help you master the material. You will learn how to answer the questions by understanding what is expected by test makers. This 6-hour course includes a comprehensive workbook and study aids (including study materials for DSM 5).

Learning Objectives:

1. The exam structure
2. Study and test-taking tips
3. Extensive review of test questions & answers, provided by a special program from ASWB only available for use at Schools of Social Work
4. Review of course content areas
5. Strategies for home study

About the Presenter:

David Landsman-Wohlsifer, PhD, LCSW is a Clinical Instructor at the School of Social Work at FAU. He is also the owner of the Boca Raton Center for Psychotherapy. He has been a clinical social worker and social work educator for 23 years and has extensive experience teaching licensee applicants how to PASS the LCSW exam.

12 hours

Description:

This 12-hour course satisfies the training requirements for clinical social workers, mental health counselors, and marriage and family therapists who want to become qualified supervisors in the state of Florida. The virtual training, presented in 3, 4-hour days (total of 12 hours) is interactive and dynamic and encourages participants to take an active role in their learning.

Learning Objectives:

• Become familiar with the major models of supervision for clinical social work, marriage and family therapy or mental health counseling.
• Gain skills to develop a personal model of supervision, drawn from existing models of supervision and from preferred styles of therapy.
• Understand the co-evolving dynamics of therapist-client and supervisor-therapist-client relationships.
• Explore distinctive issues that arise in supervision.
• Address the contextual variables in practice such as culture, gender, ethnicity, power and economics.
• Become familiar with the ethical, legal and regulatory issues of supervision.
• Review the Florida laws and the board rules governing interns and supervision.
• Understand the role of evaluation in supervision.