School of Social Work Continuing Education

Time: 9 a.m. to noon

Modality: in-person                

Presenter: Shannon Cooper-Sadlo, Ph.D.

*Meets Ethics Requirement (3 CEH)                                        

 Learning objectives:

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

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

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

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Time: 1 to 4 p.m.

Modality: In person                

Presenter: Beth S. Barrett

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

Learning objectives: 

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

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

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

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Time: 9 a.m. to noon

Modality: Zoom               

Presenter: Charles Franke

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

 Learning objectives:

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

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

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

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Time: 1 to 4 p.m.

Modality: Zoom

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

*Meets Suicide Requirement   (3 CEH)

Learning objectives: 

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

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

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

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Time: 9 a.m. to noon

Modality: In-person               

Presenter: Wendy L. DuCassé                     

 Learning objectives:

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

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

Bio: Wendy L. DuCassé

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Time: 1 to 4 p.m.

Modality: In-person

Presenter: Rachel Crowe and Lindsay Kyonka

Learning objectives: 

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

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

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

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

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Time: 9 a.m. to noon

Modality: Zoom               

Presenter: Aaron M. Laxton

*Meets Ethics Requirements (3 CEH)                    

 Learning objectives:

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

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

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

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Time: 1 to 4 p.m.

Modality: Zoom

Presenter: Stacy Meers

*Meets Ethics Requirement 3 CEH

Learning objectives: 

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

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

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

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Time (CT): 9 a.m. to noon 

Modality: Zoom  

EMS Social Work Certificate

Presenter: Aaron Laxton. Co-facilitators Mikie Bobzin and Hadley Karandjeff (Saint Louis University School of Social Work MSW alumna) 

Learning objectives:

• Identify the respective roles and responsibilities of social workers and law enforcement officers in crisis response. and navigation skills when conflicting roles and authority dynamics arise.  
• Demonstrate and apply techniques for verbal de-escalation and trauma-informed intervention for use in clinical practice with agitated clients and co-response scenarios
• Develop strategies to foster mutual respect, effective communication, and appropriate care coordination with clients, Crisis Intervention Teams (CIT), and other allies working in crisis services, law enforcement, probation and parole, and emergency medical services (EMS).  

Course description: This CE provides social workers with advanced knowledge and clinical skills needed to collaborate effectively with law enforcement officers as part of Crisis Intervention Teams (CIT). With an increasing number of communities adopting CIT models to respond to behavioral health crises, social workers are often called upon to serve as co-responders or liaisons, offering new opportunities to broaden social work practice in crisis intervention and systems coordination skills. This training focuses on learning de-escalation techniques, the importance of shared language, and mutual respect in these partnerships. These same de-escalation skills can also be used in trauma-informed engagement with agitated clients, defuse potentially volatile situations, and teach clients conflict resolution strategies to prevent future violence. Drawing on real-life scenarios, role play, and systems-level perspectives, this workshop helps participants examine both the opportunities and challenges of cross-system collaboration. It emphasizes building skills in managing conflict, risk assessment, and safety planning, and the importance of clinical judgment and cultural humility when working with diverse populations under high-stress conditions. 

Bio: Aaron M. Laxton is an experienced social work educator, harm reduction strategist, and licensed clinical social worker with more than 15 years of leadership in the fields of substance use prevention, mental health and system-level intervention. He currently serves as executive director of Missouri’s largest outpatient provider of Medication-Assisted Treatment (MAT), where he oversees a multidisciplinary team of more than 100 clinical and operational staff.

Laxton has extensive experience designing and facilitating continuing education workshops for behavioral health professionals, with an emphasis on ethics, harm reduction, crisis response, and innovative treatment approaches. He played a central role in launching Missouri’s first state-funded mobile treatment unit, a program designed to engage individuals at various points along the continuum of substance use. As a Ph.D. candidate at Saint Louis University, his dissertation research investigates the cognitive and spatial reasoning processes that influence time-in-recovery, exploring how neurobiological and behavioral patterns interact within addiction treatment. His practice and pedagogy are grounded in lived experience, clinical expertise, and a commitment to advancing evidence-based, person-centered care. 

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Time: 1 to 4 p.m. 

Modality: Zoom  

Presenters: Lauren Work 

EMS Social Work Certificate

Learning Objectives 

• Explore how system-induced trauma plays a significant role in outcomes for individuals, families, care systems, and communities.
• Learn ways that system-induced trauma can cause repetitive crises for individuals and families needing or seeking help.  
• Apply specific clinical and non-clinical interventions to empower clients to meet their needs, design trauma-informed care systems, and promote community wellness.  
   

Course description: We live in a resource-rich society, yet more than ever, individuals and families need help navigating care systems. Our clients often face seemingly insurmountable barriers to care and challenges that include marginalization, stigma, systemic issues such as insufficient insurance coverage and lack of access for low-income populations, racial and ethnic minorities, and rural communities. When the challenges from being uninsured, underemployed, lacking transportation, childcare, and other social support become overwhelming, these unmet needs are chronic stressors that can lead to a major health and mental health crisis. Preventing crisis and promoting resilience requires knowledge of actionable prevention strategies, crisis mitigation interventions, and assessments of the system-level factors that impinge on the health and well-being of individuals, families, care systems, and communities.  

This CE on System-Induced Trauma will amplify how social workers and other clinical professionals can intervene and positively impact the health outcomes of clients through understanding and early identification of System-Induced Trauma. In addition to defining System-Induced Trauma, common exposure points, symptoms, and unique impacts in comparison to other forms of trauma, this CE will highlight common institutions and systems of care that may expose individuals and families to System-Induced Trauma. We will explore current challenges in society related to the marginalization of those needing or seeking help, protective factors, and how to integrate them within the client/family system, care systems, and communities. Finally, CE participants will be engaged in skill-building activities to gain assessment skills to identify System-Induced Trauma in individuals and families and offered opportunities to practice using specific clinical tools to empower clients and mitigate the impacts of System-Induced Trauma on individuals, families, care systems, and communities. 

Bio: Lauren Young-Work is medical social work/MIH coordinator at Palm Beach County Fire Rescue in Florida. She is a nationally recognized expert in MIH and Medical Social Work. Lauren has worked in hospitals and EMS as both a clinician and program innovator. She has authored book chapters on EMS and social work and served as a curriculum developer and instructor for universities, national associations, hospitals, EMS and state agencies. Lauren has won national and agency awards and currently serves as chair and lead on several national, state, and county committees related to EMS and MIH. She graduated from Florida State University with a Bachelor's in Counseling and a Master's in Social Work. Lauren is a passionate patient advocate and believes in the power of program innovation to lift patients and providers. 

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Time: 9 a.m. to noon 

Modality: Zoom  

Presenter:  Rachel Crowe

*Meets Ethics and Diversity Requirements (1.5 CEH each) and Animal Certificate

Learning objectives: 

• Understand the historical exclusion of animals in communities and professional social work practices and recognize its implications on human and animal welfare.
• Discuss cultural considerations related to the bias and systemic barriers that impact the human-animal bond.  
  Analyze the collective impact of trauma, oppression, and systemic factors on both human and animal welfare and explore the role of the human-animal bond in fostering resilience and well-being.
• Examine and apply ethical considerations to social work practice regarding the integration or exclusion of the human-animal bond and guiding social work practitioners on ways to incorporate human-animal relationships in practice at individual, family, community, and societal levels.  
• Develop strategies for applying attachment-based relationship principles to professional social work engagement while considering both human and animal welfare. 

Course description: This CE course will review the key impacts of the human animal bond, particularly the historical exclusion of animals in our communities and in our professional practices. We will start with a review of the collective impact of systems, trauma, and oppression that impact the welfare of people and animals. From there, we will examine the biased perceptions of populations and the strength of the human-animal bond. The implications thereof will be explored considering professional ethics guiding social work practice. Finally, the ethics around consideration of human and animal welfare from the standpoint of excluding that relationship in the social work framework, code of ethics, and suggestions for application to practice at the individual, family, community, and societal levels.  

Bio: Rachel Crowe was recently appointed as a full-time assistant clinical professor and faculty field liaison, having served in this role as an adjunct assistant professor and field liaison for the BSSW program in SLU’s School of Social Work for three years. She formerly served as the learning and professional development director for the St. Louis Crisis Nursery, where she has worked for over 23 years. 

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Time: 1-4 p.m. 

Modality: Zoom  

Presenters: Allison Gibson, Ph.D., and Rickeah Henderson 

Meets Diversity Requirements (1.0 CEH)

Learning objectives: 

• Identifying optimal response strategies for preventing confusion and anxiety during emergencies for older adults with dementia and cognitive impairments and their families
• Planning for, and practicing self-care by managing stress, avoiding burnout, and seeking emotional and community support for older adults, families, and professionals affected by natural disasters
• Apply lessons learned from real-world examples addressing the needs of older adults with complex care needs to personalized emergency plans, with specific attention to environmental risks and support that may erode during times of natural disasters.   

Course description: 
Are you, your aging parents, your workplace, and that housebound elder you worry about that lives alone, ready for the next ice storm, tornado, flood or wildfire? Victims of disasters like these, especially those who lose their lives, are overwhelmingly older adults. This CE presentation highlights the critical role family members, clinicians, and social service professionals play in preparing older adults and families, especially those with disabilities, cognitive impairments or social isolation, for natural disasters. Many families with vulnerable older adults lack the necessary information, resources, and planning strategies for disaster preparation; therefore, this CE will cover risk assessment, emergency contacts, evacuation strategies, and medical and mobility support that will require planning by families and guidance from professionals. Moreover, older adults struggling with dementia and cognitive impairment pose special challenges for families, and planning emergency care that is senior-friendly for these individuals, whether you are an out-of-town family member or a local social service professional, is stressful. Best practices for sheltering, effective communication, and the role of clinicians and professionals in aiding post-disaster recovery will be illuminated by case examples. The CE will equip participants with self-care strategies for professionals and families as well as practical tools, including checklists and emergency plan templates, to enhance the preparedness, safety, and well-being of older adults during disasters.  

Bio: Allison Gibson, Ph.D., is an associate professor at Saint Louis University School of Social Work and the SLU Family Center for Healthy Aging. She is academically trained as a gerontological clinical social worker, which has prepared her to conduct clinical intervention research with older adults and people living with Alzheimer’s disease and related dementia (ADRD). Gibson currently serves as a co-convener for the Gerontological Society of America's special interest group on disasters and older adults. She is passionate about empowering caregivers and social work professionals with the tools and knowledge to protect older adults in disaster and emergency events. 

Rickeah Henderson is an alumnus of Saint Louis University, where she served as a graduate assistant engaging with aging populations and older adults. While in the MSW program, she collaborated on community initiatives, provided cognitive behavioral screenings for older adults, and facilitated caregiver support groups. Passionate about aging services, Henderson is dedicated to enhancing disaster preparedness for older adults and their caregivers.  

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Time: 9 a.m. to noon

Modality: in person 

Instructor: Julia López, Ph.D.

*Meets requirements for Diversity (3 CEH)  

Learning objectives: 

• Increase awareness of increased rates of substance use among LGBTQIA+ individuals
• Discuss substance-use-informed and inclusive care for LGBTQIA+ individuals
• Engage in the application of an inclusive approach for LGBTQIA+ individuals living with substance use  

Course description:  This interactive three-hour training equips social workers with the knowledge and skills to provide affirming, inclusive care to LGBTQIA+ individuals facing substance use challenges. Participants will explore the disproportionate rates of substance use within LGBTQIA+ communities and examine the sociocultural and systemic factors contributing to these disparities. Through case discussions, the training will highlight substance-use-informed, culturally responsive practices that promote safety, trust, and engagement. By the end of the session, participants will be able to integrate affirming strategies into their practice to support LGBTQIA+ individuals in their recovery journeys. 

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

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Time: 1-4 p.m. 

Modality: In person 

Presenter: Michelle Salois

Learning objectives: 

• Explore the fundamental concepts of the Internal Family Systems (IFS) model of psychotherapy applied to couples counseling  
• Describe a simple but helpful model to understand how couples get stuck in problematic patterns.
• Identify a sequence of questions to help couples recognize their recursive communication patterns.
• Apply the skill of ‘doubling’ to help couples deepen their communication in emotionally connected ways. 

Course description: Internal Family Systems (IFS) is a non-pathologizing, evidence-based psychotherapy that uses a systems approach to exploring clients' internal worlds. This course builds upon previous introductory overviews of the IFS model and will specifically apply IFS to working with couples. This CE course will introduce two simple yet powerful processes for helping couples move out of recurring painful or conflictual patterns. Participants will learn an easy-to-use model that can be applied to enhance open. connected partners' conversations, deepen their emotional connection, and navigate relationship challenges more effectively.​ Distilled from the techniques of Dan Wile, “Collaborative Couples Therapy” and Toni Herbine-Blanc's “Intimacy from the Inside Out”, participants will gain knowledge and skill in doubling and IFS couples’ techniques. Case examples will demonstrate how IFS can be used to provide compassionate care for couples, promote understanding and empathy between partners, enhance their bond, and resolve conflicts with compassion.   

Bio:  Michelle Salois is a Saint Louis University School of Social Work field instructor and clinical fellow with the American Association of Marriage and Family Therapy. She has worked with adults, couples, and families in her non-profit outpatient practice, Mercy Professional Services, for over 36 years. Over the past two decades, Michelle has prioritized training in experiential therapies such as ISTDP, Internal Family Systems (IFS), and AEDP. Salois enjoys teaching, supervising, and supporting new clinicians in their master’s level internships and those seeking clinical social work licensure.  

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Time: 9 a.m. to noon

Modality: In person 

Presenter: Jenny Deutsch

Meets Suicide Requirement (3 CEH) 

Learning objectives:  

• Understand the 4Ms framework using case examples from real-world practice settings across the aging sector and suicide risk levels.  
• Recognize key risk factors for suicide in older adults and how the 4M’s impact quality of life. 
• Apply safety planning steps through an age-friendly lens for older adults and their caregivers who may be struggling with the 4M’s. 

Course description: This CE course equips social workers  and those working across the age continuum with the knowledge, skills, and  tools to implement age-friendly approaches to suicide prevention and safety planning with older adults and their caregivers. Grounded in the Institute for Healthcare Improvement’s Age-Friendly Health Systems framework, the course explores how the 4Ms — What Matters, Medication, Mentation  and Mobility — can be integrated into each step of the evidence-based Safety Planning Intervention (SPI). Participants will examine the unique risk factors and protective factors associated with aging, engage with real-world case examples, and learn how to tailor safety plans that align with the values, needs, and capacities of older clients and their families. Finally, a case example of how to lead family and group discussions on what matters most will be presented that can be used in a variety of clinical practice settings. Resources on evidence-based practices from leading organizations will also be shared to support ongoing practice. 

Bio:  Jenny Deutsch is an adjunct clinical professor with Saint Louis University School of Social Work and a clinician with Behavioral Health Response.  She has 25 years of experience in the field of crisis intervention, suicide prevention, supporting loss survivors, and community education. 

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Time: 1 to 4 p.m. 

Modality: in person 

Presenter: Shannon Cooper-Sadlo, Ph.D. 

*Meets Ethics Requirement (3 CEH)  

Learning objectives: 

• Examine the structure and functions of clinical supervision, including supervisory relationships, evaluation processes, and contextual work environments.
• Analyze current research and best practices in clinical supervision for social work licensure.
• Identify and address ethical challenges inherent in supervision, including issues of informed consent, dual relationships, confidentiality, and gatekeeping responsibilities.
• Evaluate the role of cultural, racial, gender, and socioeconomic dynamics in supervision and implement strategies to foster equity and inclusion.
• Interpret and apply the current supervision rules and licensure requirements set forth by the Missouri State Committee for Social Workers.
• Develop or refine a supervision contract that incorporates ethical and culturally responsive practices. 

Course description: This advanced-level course is designed for social workers who are currently providing or preparing to provide clinical supervision for licensure (e.g., LCSW) in the state of Missouri. Tailored for those who have already completed the required 16-hour supervision training, this workshop provides an in-depth exploration of ethical and cultural issues that arise in clinical supervision. Participants will critically examine contemporary literature on professional supervision and engage in discussion about complex supervisory dynamics, particularly in the context of licensure supervision. Special attention will be paid to ethical dilemmas related to informed consent, dual relationships, evaluation practices, and boundaries in supervisory relationships. Cultural humility and responsiveness will also be emphasized, including how race, ethnicity, gender, power, socioeconomic status, and systemic inequities influence supervision practices. The workshop will also provide practical guidance on developing and reviewing supervision contracts, understanding and applying Missouri's licensure supervision regulations, and supporting supervisees in professional identity development and clinical decision-making. 

Bio: Shannon Cooper-Sadlo, Ph.D., is a clinical professor in the School of Social Work at Saint Louis University, where she teaches both B.S.S.W.- and M.S.W.-level clinical practice courses. A graduate of the Saint Louis University B.S.S.W. program, she earned her M.S.W. from the University of Denver and her Ph.D. in Family Therapy from Saint Louis University. Cooper-Sadlo has extensive clinical experience working with individuals, couples, and families across hospital and community-based settings. Her areas of specialization include family therapy, trauma, substance use, co-occurring disorders, and systemic approaches to behavioral health. She is a sought-after educator and trainer who regularly facilitates workshops for professionals on topics such as trauma-informed care, supervision, and the impact of substance use on families. She brings a strong commitment to ethical, culturally responsive practice and supervision in the field of social work. 

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Time: 9 a.m. to noon

Modality: Zoom 

Presenter: Charles “Chaz” Franke,  

*Meets criteria for 1 CEH Diversity and 1 CEH Ethics

Learning objectives: 

• Identify at least three common sources of professional isolation and ambivalence in private practice settings.
• Analyze the impact of isolation on clinical decision-making, ethical boundaries, and emotional well-being.
• Apply evidence-informed strategies to mitigate loneliness and foster professional connection and support.
• Reflect on personal values and motivations in private practice to realign with the broader mission of social work.
• Demonstrate culturally responsive supervision practices that support diverse supervisees and promote equity.
• Develop a personalized action plan to enhance professional support, supervision, and self-care. 

Course description:  Private practice offers social workers autonomy and flexibility, but it can also lead to emotional and professional isolation. This CE course explores the psychological, ethical, and cultural challenges of working in private practice, with a special focus on the experience of supervising others. Participants will examine how isolation can impact clinical judgment, cultural humility, and supervisory relationships. The course emphasizes strategies for fostering connection, ethical clarity, and cultural responsiveness in both solo practice and supervisory roles. This course is ideal for licensed clinical social workers, therapists, and supervisors in private or small group practices who seek to enhance their professional resilience, cultural competence, and supervisory effectiveness. 

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

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Time: 1 to 4 p.m. 

Modality: Zoom  

Presenter: Steve Wahle, Ph.D.

Meets Ethics Requirement (3 CEH)

Learning objectives: 

• Identify key practice assumptions and analyze their corresponding ethical considerations.
• Define and articulate a personal practice philosophy rooted in social work values and ethics.
• Apply ethical decision-making frameworks to real-world practice scenarios involving complex client needs and systemic challenges. 

Course description:
This interactive, advanced-level CE course invites social workers and clinical professionals to critically examine how personal and professional practice philosophies influence ethical decision-making. Participants will trace the historical roots of social work ethics and reflect on the evolution of the NASW Code of Ethics, with attention to its relevance in contemporary, complex practice settings. Through guided reflection, small group activities, and case discussions, attendees will identify their own practice assumptions and ethical stances. The course emphasizes how personal values intersect with professional obligations, offering tools for navigating ethical dilemmas and aligning practice with core ethical principles in diverse client interactions. This course is particularly relevant to those making a career change to start a private practice or pivot to a new direction in their social career, such as taking on social workers for licensure supervision. 

Bio:  Steve Wahle, Ph.D., works for the VA St. Louis Health Care System and teaches for the University of California, Irvine. He received his MSW from SLU and his Ph.D. from the University of South Carolina.    

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Time: 9 to noon

Modality: Zoom  

Presenter: Monica M. Matthieu, Ph.D. 

Meets Diversity Requirements (3 CEH)

Learning objectives: 

• Define implementation science and explain its relevance to social work.
• Describe the Health Equity Implementation Framework and its key domains.
• Analyze real-world case studies with populations at risk for equity-related implementation barriers to accessing or receiving quality health and mental health care
• Develop strategies to improve access, quality, and outcomes for underserved populations.
• Apply equity-focused tools to enhance service delivery in clinical and community settings. 

Course description: This three-hour CE course equips social workers with knowledge and tools to integrate health equity into their practice using principles from implementation science. Participants will explore how evidence-based interventions often fail to reach marginalized and underserved populations and how tailored implementation strategies can bridge this gap. 

Through discussion using real-world case studies and interactive group activities, attendees will learn to apply the Health Equity Implementation Framework. This practical tool helps identify and address cultural, clinical, and systemic barriers to equitable care provision. The course also incorporates insights from recent research, including strategies for engaging communities and adapting services to meet the needs of diverse populations. We will use case studies to assess equity-related challenges in their settings and develop actionable strategies to promote fair and effective service delivery to all. 

Bio: Monica M. Matthieu, Ph.D., is an associate professor in the School of Social Work at Saint Louis University and is a Research Social Worker for the Central Arkansas Veterans Health Care System, Department of Veterans Affairs (VA).  Matthieu is engaged in research and program evaluation related to VA’s national suicide prevention program, implementation of trauma treatment in the VA, and improving assessment, intervention, and referral to treatment for individuals at risk for suicide in social service and health care settings in the St. Louis metro area. 

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Time: 1 to 4 p.m.

Modality: Zoom  

Presenter: McKenna Walsh 

*Meets Suicide Requirement (3 CEH)

Learning objectives:  

• Describe the phenomenology of suicide: Gaining a deeper understanding of the experience of suicidal individuals.
• Discuss the theories of suicide behavior: Exploring various theoretical frameworks that explain suicidal behavior.
• Recognize risk and protective factors: Identifying factors that increase and decrease the likelihood of suicidal behavior. 

Course description:  Although the media can be a double-edged sword and serve both as a risk and a protective factor, most research suggests that the relationship between media reporting of suicide and the actual suicide rates is causal and real. Moreover, both the quantity and the quality of media reporting may trigger additional suicides in society. Simultaneously, research suggests that especially non-fictional presentations of celebrities’ suicides in newspapers and on television news have the biggest influence on the subsequent suicides. Additionally, a strong modelling effect of media reporting on suicide is based on nationality, age, and gender. However, research shows that because a negative reporting style can be modifiable and improved, the media can also have an educative or preventive effect and can reduce the risk of contagion. Consequently, it is important to monitor the implementation of media recommendations for the reporting of suicide, and continuous education of reporters is needed. This CE course will provide an overview of the World Health Organization (WHO) guidelines, the Werther Effect and then provide clinical recommendations on how to bring understanding of the impact of media or parasocial relationships into a clinical setting when assessing for risk of suicidal thoughts and behaviors.Bio: McKenna Walsh is an in the state of Missouri. She is currently completing her Ph.D in Medical Family Therapy at Saint Louis University School of Medicine.  

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Time: 9 to noon

Modality: Zoom  

Presenter: Stacey Gillette   

*Meets Ethics and Suicide Requirements (1.5 CEH each) and Animal Certificate

Learning objectives: 

• Identify and differentiate between types of animal-assisted interventions and related professional roles, including ethical and organizational standards with a specific focus on equine-assisted therapies.
• Discuss suicide prevention and clinical interventions that balance client needs and animal welfare, such as recognizing when an animal’s behavior (e.g., physically blocking interactions) may indicate emotional overwhelm on both sides.
• Apply the NASW Code of Ethics to common scenarios involving animal-assisted therapies, with a focus on suicide prevention  
• Develop SMART goals for integrating animals into therapeutic practice while ensuring client safety, animal welfare, and evidence-based treatment alignment to meet psychotherapeutic goals for clients 

Course description: This CE course explores the integration of animals into therapeutic social work practice. Participants will examine the historical foundations, types, and applications of Animal Assisted Therapy (AAT), with specific attention on equine-assisted therapies. This CE will focus on ethical considerations, proper animal welfare, and alignment with the NASW Code of Ethics. This ethical focus is especially important when using AAT with clients who may be at risk of suicide. Therefore, this CE will also evaluate the role of animal-assisted therapy in suicide prevention, with a discussion on strategies to enhance client resilience and bolster protective factors. Observation and intervention skills needed to protect the well-being of the animals involved while ensuring that the animals and clients are not unduly stressed or burdened during high-emotion therapeutic interactions will be discussed. Through case discussions, interactive exercises, and review of various certification models, the course emphasizes ethical decision-making, animal consent, practitioner competence, and goal setting in animal-assisted interventions. This CE is designed to help social workers ethically and effectively consider and possibly incorporate animal-assisted approaches into their professional practice. 

Bio: Stacey Gillette is a licensed clinical social worker and a clinical certified trauma professional. She graduated from Saint Louis University School of Social Work in 2015 and founded a non-profit equine therapy program located in Farmington, Missouri. Stacey's specialties include treating PTSD, depression, anxiety, and borderline personality disorder through cognitive-behavioral approaches.

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Time: 1 to 4 p.m.

Modality: Zoom  

Presenter: Heather Lewis

Learning objectives: 

• Identify and describe the four primary functions of behavior and apply direct and indirect assessment strategies to determine behavioral function in children and youth.
• Analyze contextual and developmental factors beyond behavioral function, including trauma, emotional regulation, and environmental influences, that impact intervention success.
• Define emotional flexibility and evaluate how it influences behavior through a behaviorally based lens, including how it can be strengthened or weakened in young clients.
• Apply a comprehensive case conceptualization model that links functional behavior assessment to coordinated, individualized, and system-sensitive treatment planning for children and youth that can be used by school social workers and those working with children and youth. 

Course description: Effective social work practice with children and youth requires a deep understanding of why behaviors occur and how to respond in ways that promote meaningful change. This CE course provides a comprehensive overview of behavior function, assessment strategies, and emotionally responsive intervention planning. Social workers will explore the four primary functions of behavior and learn how to assess them using both direct and indirect methods. Going beyond functional analysis, the course highlights the critical role of contextual variables, such as trauma history, environmental stressors, emotional regulation, shaping behavior, and influencing treatment outcomes. Participants will engage with a behaviorally informed model of emotional flexibility to understand how emotional responses can be strengthened or weakened over time and how this affects observable behavior in children and adolescents. Using a structured case conceptualization model, attendees will integrate assessment data into holistic and coordinated treatment plans. This model supports consistent, individualized, and system-oriented practice that avoids fragmented interventions and enhances collaboration across caregivers, educators, and multidisciplinary teams. 

Bio: Heather Lewis serves a dual role as the assistant director of field education for students pursuing their MSW or MS ABA degrees as well as clinical faculty in the applied behavior analysis program at Saint Louis University. Heather is a social worker and licensed nbehavior analyst, consulting in school, home, and clinic-based settings for over 20 years.       

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Time: 9 a.m. to noon

Modality: In person 

Presenter: Libby Trammell 

*Meets Diversity requirements (1 CEH)

Learning objectives: 

• Critically evaluate the interplay between at least three key social determinants of health and their impact on health equity and underserved groups in rural Missouri.
• Analyze and interpret recent epidemiological and systemic trends in rural health across Missouri, including implications for social work policy and practice.
• Identify and assess the application of at least two emerging technologies or digital health strategies in mitigating rural health disparities and enhancing service delivery.
• Compare, contrast and apply one of three validated tools (e.g., PRAPARE, AHC HRSN Screening, VA’s ACORN Tool) to assess social needs in rural social work settings and integrate findings into service planning and advocacy efforts 

Course description: This CE, presented by SLU faculty in collaboration with the Missouri Rural Health Association, offers an in-depth exploration of how the social determinants of health (SDOH) shape the health outcomes of rural Missourians. Designed for seasoned social work and other professionals, this CE will critically examine systemic inequities, geographic barriers, and economic disparities that uniquely affect rural populations and differentiate SDOH from social needs. Participants will engage with current data and case examples, explore emerging health trends, and assess the impact of policy, infrastructure, and the digital divide. The course will also introduce validated tools and frameworks for assessing social needs in clinical and community settings. Additionally, attendees will evaluate innovative, technology-driven models for intervention and interdisciplinary collaboration aimed at reducing rural health disparities. 

Bio: Libby Trammell (She/Her), is an adjunct instructor in the School of Social Work at Saint Louis University. She teaches 'Approaches to Trauma Care' for MSW students and 'Dismantling Oppression' to undergraduate students. She serves as the volunteer service link director at Healing Action Network, a nonprofit dedicated to serving survivors of human trafficking and commercial sexual exploitation. In her free time, you can find Libby volunteering at clinics to help injured wildlife or walking her corgi, Watson. 

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Time: 1 to 4 p.m.

Modality: In person  

Presenter: Jill Taylor, Ph.D. 

Learning objectives: 

• Identify how acute and chronic stress impacts social workers' emotional, cognitive, and somatic functioning.
• Apply evidence-based interventions to manage anxiety in both clinical practice and personal well-being.
• Explore and practice movement-based healing strategies—such as grounding exercises, breathwork, or somatic tracking—as tools for emotional regulation and nervous system support.
• Develop a personal and professional self-care framework grounded in self-awareness, evidence-based practice, and trauma-informed values. 

Course description: Social workers operate in high-stakes environments that often require them to hold space for others while neglecting their own well-being. In this CE, participants will explore the impact of acute and chronic stress on emotional, cognitive, and somatic functioning through a trauma-informed lens. The course emphasizes advanced clinical concepts in anxiety management, integrating evidence-based therapeutic approaches with embodied healing practices such as breathwork, grounding exercises, and somatic tracking. Through experiential learning, reflective activities, and skills-based exercises, participants will strengthen core competencies in reflective practice, enhance emotional regulation strategies, and co-create a personalized self-care routine grounded in trauma-informed principles and professional ethics. This CE will support participants in cultivating resilience while deepening their clinical insight and capacity for their own sustainable, compassionate practice. 

Bio: Jill Taylor, Ph.D., is an adjunct instructor in the School of Social Work at Saint Louis University. She teaches clinical electives for MSW students focused on cognitive behavior therapy and evidence-based practices in community mental health. Taylor pursued her education at Saint Louis University, where she obtained a Master of Social Work (MSW) degree in 2002. She continued her studies at SLU and completed her Doctor of Philosophy (Ph.D.) in Marriage and Family Therapy in 2012. Taylor started her career at Adapt of Missouri, where she worked for 14 years in various roles, including clinical director, program director, intake coordinator and community support worker. She also worked at Family Care Health Centers for nine years as community health director. Presently, Taylor serves as the co-executive director at Healing Action Network, a nonprofit organization committed to both advocating for and alongside survivors of human trafficking and commercial sexual exploitation, while also providing comprehensive direct care services to support their safety, healing, and empowerment. Taylor has 20 years of supervisory experience committed to fostering environments where social workers feel supported, valued, and empowered to bring their authentic selves to their work. She is also certified as a personal trainer through the National Academy of Sports Medicine and earned a certificate in Trauma-Informed Weight Lifting. 

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Time: 9 a.m. to noon 

Modality: Zoom 

Instructor: Michelle R. Dalton, Ph.D. 

Meets Diversity Requirements (1 CEH)

Learning objectives: 

• Recognize social, physiological, cultural, and psychological factors that increase vulnerability to substance use among older adults.
• Describe the neurobiological impact of alcohol use on accelerated brain aging and associated clinical syndromes and cognitive outcomes from hazardous use.
• Engage in skills practice with substance use screening instruments that are appropriate for use with older adults (e.g., AUDIT-C, TLFB, etc.) and use of effective, person-centered communication strategies for discussing substance use with older adults, reducing stigma, and enhancing shared decision making.  

Course description: While previous generations of older adults experienced lower levels of substance misuse as they aged, the current generation of aging adults reports higher use of substances, particularly alcohol use. Neuroimaging studies demonstrate the effects of alcohol use on the frontal cortex and other brain structures, which are likely to accelerate brain aging. As alcohol use disorder (AUD) is increasing among older adults, so too is cognitive decline and accelerated brain aging. Two well-recognized clinical syndromes linking alcohol with major cognitive change that are relevant to understanding AUD in older adults include Wernicke's Encephalopathy (WE) and Alcohol-related dementia. This pattern of increasing alcohol use in older adults and its impact on cognitive functioning has been related to increases in healthcare utilization, which introduces novel opportunities for substance use screening, assessment, and risk mitigation from the healthcare team working with older adults. An overview of current evidence-based screening and assessment practices will be provided, with special attention to the role of social, physiological, and psychological factors in working in substance use fields. To increase assessment efficacy in working with older adults, guidelines for hazardous use will be presented along with person-centered communication strategies and efforts to enhance shared decision-making.  CE participants will engage in skill-building using screening and assessment measures with case studies and practice scenarios from healthcare, substance use, senior services, and residential settings.  

Bio: Michelle R. Dalton, Ph.D., is an assistant professor of medical family therapy in the department of Family and Community Medicine. Their clinical experience includes community-based practice with intensive outpatient treatment of substance use disorders and in private practice settings. During their postdoc, Dalton researched hazardous alcohol use for individuals living with HIV. They direct the Social Determinants and Minority Stress Lab at SLU where they research the racial and gender identity minority stressor experiences of BIPOC transgender and gender nonconforming individuals, researching substance use and neurodiversity. 

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Time: 1 to 4 p.m. 

Modality: Zoom 

Instructor: Quin Marilyn Rich 

*Meets Ethics, Suicide, and Cultural Requirements (1 CEH each)  

Learning objectives:  

• Explain the ethical dilemmas of dual roles (e.g., as therapist and advocate) that emerge when working with IPV survivors  
• Apply a trauma and attachment-informed, strengths-based model to assess and manage IPV survivor suicidality in safety planning and for suicide/IPV risk assessment
• Identify relevant adaptations of survivor-centered practice to address the needs of neurodivergent, LGBT, and nonmonogamous survivors and to support culturally competent social work practice 

Course description: Intimate Partner Violence (IPV) advocacy trainings typically focus on the basics of survivor-centered safety planning, but they often leave out some of the more complicated aspects of working with victims who may also be at risk for suicide and/or whose identities fall outside of traditional advocacy approaches. This CE course addresses advanced topics clinicians routinely encounter when working with survivors of violence, but for which there is little guidance in mainstream advocacy materials. We will begin with a focus on the ethical considerations related to the National Association of Social Workers (NASW) guidelines that accompany the dual role of therapist and advocate, one must adopt when working with victims, as well as the benefits of a trauma-informed approach for enhancing survivor self-determination. We will then address core clinical issues of attachment and suicidality before addressing special considerations for safety planning and suicide/IPV risk assessment with neurodivergent, LGBT, and nonmonogamous survivors. Finally, we will address system-level issues that impact survivors and their children, such as bias in the family court system and the ethical dilemmas of mandated reporting of child abuse and suicide. Participants will leave with an enhanced understanding of holistic approaches of culturally competent social work practice that incorporates practical, clinical, and contextual factors  

Bio: Quin Marylin Rich is a Saint Louis University School of Social Work alum and expert in intimate partner violence. In addition to her current role as the full-time Adult Therapist at ALIVE Inc., she has experience with sex trafficking survivors, neurodivergent adults, and the LGBT community. She is certified in EMDR, is level 2 IFS trained, and holds a Specialty Certificate in Litigation and Evaluation in Family Court Cases Involving Abuse Allegations from the Institute on Violence, Abuse, and Trauma. 

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