Lunch and Learn Series
Fall 2012 Lunch & Learns
Schizophrenia Information Session
Date: Monday, November 5
Time: 12:30 PM - 1:30 PM)
Location: School of Social Work, J- 2008
Three guest speakers, a professional, a family member, and an individual with illness, describe their own experience with mental illness.
1. Frame psychosis and schizophrenia as a mental illness, and not a label.
2. Frame Recovery as a holistic person directed approach to treatment.
3. Learn the role of the NL Schizophrenia Society and community based organizations advocating for people with mental illness.
Bring your lunch. SIgn up at general office.
Social Media: Ethical Challenges to Professional Boundaries in Social Work Practice
Date: October 15, 2012
Presenter: Annette Johns MSW, RSW
Associate Director of Policy and Practice
Newfoundland and Labrador Association of Social Workers
The overall purpose of this presentation is to highlight and address some of the ethical challenges and considerations that social workers face as social media intersects with social work practice.
1) To enhance student's awareness and understanding of ethical and practice issues that social media may create in social work practice
2) To foster critical thinking around boundaries in social work practice
3) To generate discussion on best practice standards
Bruce Perry's Understanding Traumatized and Maltreated Children Video Series
Bruce Perry's Understand Traumatized & Maltreated Children Video Series. Discussion to follow with Barb Drover, MSW, RSW (Attachment Consultant). This series contains seven sections of about 25 to 30 minutes each
Challenging Our Beliefs - Friday, October 19 - 12:30 - 1:30
The Amazing Human Brain - Friday, October 26 - 12:30 - 1:30
How the Brain Develops: The Importance of Early Childhood - Friday, November 2
Neglect: How Poverty of Experience Disrupts Development - Friday, November 9
The Fear Response:The Impact of Childhood Trauma - Friday, November 16
Living and Working with Traumatized Children
Violence and Childhood
Alight lunch is provided for GEMMA sessions. To RSVP please contact the general office at 864-8165. All GEMMA sessions are held at the School of Social Work - just follow the signs.
Bruce D. Perry, M.D., Ph.D., is the Senior Fellow of The Child Trauma Academy (www.ChildTrauma.org) in Houston and an Adjunct Professor of Psychiatry and Behavioral Sciences at the Feinberg School of Medicine of Northwestern University in Chicago. He is a clinician and researcher in children's mental health and the neurosciences, and an internationally-recognized authority on children in crisis. He is currently Senior Fellow at the Child Trauma Academy, which is a leading center of research and education on child maltreatment. He also serves as Senior Consultant to the Alberta Ministry of Children's Services in Canada.
GEMMA is a society that promotes infant mental health. We are interested in partnering with Memorial University School of Social Work to offer a seven session series focusing on Bruce Perry's videos Understanding Traumatized and Maltreated Children. GEMMA believes the video series provides a very good representation of how experience influences development and is interested in stimulating discussion and interest in this area. We proposed to provide a weekly presentation showing one of the videos followed by a half hour facilitated discussion that will be open to students and staff at Memorial University, as well as other professionals who work with children. We will provide refreshments for those who attend the session. If there is an interest in this series, GEMMA will consider providing the second and third series entitled The Six Core Strengths For Healthy Childhood Development and The Neurosequential Model of Therapeutics
Topic: Working With Vulnerable Children
Date: Thursday, September 21
Presenter: Dr. Ken Barter
Evidence-based practice (EBP) is an emerging concept in social work. Varying opinions and views of EBP and its application in social work practice and settings are of particular interest. For example, there are those who promote EBP as a possible new technology to foster competence in practice, professional credibility, and a profession that operates from a foundation of specialized knowledge (Hall, 2008).
There are also those who suggest that EBP, despite being seen as having value in human services, has not translated into practice in clinical or real work settings due to the organizational context in which practice takes place (Luongo, 2007). There are others who challenge the validity of EBP in social work given it is driven by positivistic methods and entraps social workers within a mechanistic form of technical rationality and undermines professional judgment and discretion (Webb, 2001).
Labeling interventions as being evidence-based is becoming more politically and economically acceptable. However, what does evidence-based really mean for social work with vulnerable children and adolescents given it is a profession that is practiced primarily within the structures of public laws, policies, regulations, and government bureaucracies or government-funded agencies (Carniol, 2005; Schmidt et al., 2001)?
This question is explored in this presentation.
1.) Introducing students to Evidence-based practice (EBP) in the context of social work with vulnerable children and adolescents.
2.) Encouraging critical thought about EBP and its utility.
3.) Familiarizing students with the realities of working with vulnerable children and adolescents.
Topic: Working with Lesbian, Gay, Bisexual, Trans, and Queer (LGBTQ) People in Social Work Practice
Date: Monday October 1
Presenter: Zach Marshall
Have questions about cultural competence and working with lesbian, gay, bisexual, transgender, or queer individuals, families, and communities? This lunch-time workshop will provide you with tips and tools for developing a more LGBTQ-positive approach to practice. Facilitated by Zack Marshall, a social worker and community-based researcher with over 15 years experience in this area.
1) Feel more confident about how to navigate terminology related to sexual and gender identity
2) Be able to identify core components that contribute to LGBT-positive environments
3) Understand the difference between LGBT-positive, LGBT-inclusive, and LGBT-focused services
4) Identify personal learning gaps and next steps